Developmental Readiness TemplateDevelopmental Stag.docx
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Developmental Readiness Template Developmental Stage Developmental Area Milestones Birth to 12 months 13-24 months 25-36 months 37-48 months Cognitive Typical Atypical Atypical Developmental Strategy: Typical Developmental Strategy: Atypical Linguistic Typical Atypical Atypical Developmental Strategy: Typical Developmental Strategy: Atypical Physical Typical Atypical Atypical Developmental Strategy: Typical Developmental Strategy: Atypical Social Typical Atypical Atypical Developmental Strategy: Typical Developmental Strategy: Atypical Emotional Typical Atypical Atypical Developmental Strategy: Typical Developmental Strategy: Atypical References: © 2018. Grand Canyon University. All Rights Reserved. Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsECE-510ECE-510-O500Developmental Readiness120.0CriteriaPercentageNo Submission (0.00%)Insufficient (69.00%)Approaching (74.00%)Acceptable (87.00%)Target (100.00%)CommentsPoints EarnedCriteria100.0%Typical Description20.0%Not addressed.An insufficient description of typical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4 is inaccurate.An ambiguous description of typical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4 is underdeveloped.A solid description of typical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4 is detailed.An insightful description of typical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4 is comprehensive and specific.Atypical Descriptions 25.0%Not addressed.Included flawed descriptions of atypical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4.Included vague descriptions of atypical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4.Included detailed descriptions of atypical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4. Included compelling descriptions of atypical cognitive, linguistic, physical, social, and emotional milestones for children birth to age 4.Family Strategies25.0%Not addressed.Addresses inefficient strategies per stage for families.Addresses minimal strategies per stage for families.Addresses logical strategies per stage for families. Addresses thorough strategies per stage for families.Mechanics of Writing (includes spelling, punctuation, grammar, language use) 15.0%Not addressed.Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present.Some mechanical errors or typos are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate l ...
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Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmar.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmark – Strategic Plan Part 2: External and Internal Assessment100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Description of Environmental Scan15.0%A description of what you learned about the industry and your organization is not included.A description of what you learned about the industry and your organization is included, but lacks sufficient detail. Subject knowledge is unclear or inconsistent.A description of what you learned about the industry and your organization is included. Some subject knowledge is evident.A description of what you learned about the industry and your organization is included. Subject knowledge is competent.A description of what you learned about the industry and your organization is included. Description demonstrates comprehensive subject knowledge and understanding. External and Internal Assessment Tools15.0%Appendix of external and internal assessment tools is not included. An explanation of how you applied the results of your internal and external assessment tools is not included. Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included, yet does not include sufficient detail to support claims or findings. Subject knowledge is unclear or inconsistent.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. Some subject knowledge is evident.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. Detailed examples and evidence are included. Subject knowledge is competent.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. External and internal assessment includes relevant examples and applicable insight and demonstrates comprehensive subject knowledge and understanding.Key Issues15.0%An explanation of how what you learned has challenges or supports your original vision/concept is not included. An explanation of what has emerged from your learning is not included.An explanation of how what you learned has challenges or supports your original vision/concept is included. An explanation of what has emerged from your learning is included, however, the explanation lacks clarity. Subject knowledge is unclear or inconsistent.An explanation of how what you learned has challenges or supports your original vision/concept is included. An explanation of what is has emerged from your learning is included. Some subject knowledge is evident.An explanation of how what you learned has challenges or supports y.
Describe how motivation and reinforcement would be used to influen
Describe how motivation and reinforcement would be used to influen
Describe the major statistical findings for the scientific communi
Describe the major statistical findings for the scientific community. Your response should be about 3 to 7 sentences. Include the following in your response:
• An explanation of at least two major findings
• An explanation contextualizing the graphs you will include in the next item to ensure that the reader understands their purpose in the brief
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsNRS-440VNNRS-440VN-O501CLC - Leadership Styles and Nursing150.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Individual Group Slides4.0%Slides summarizing leadership styles, traits, and practices of each group member are omitted.N/AN/AN/ASlides summarizing leadership styles, traits, and practices of each group member are presented.Comparison of Leadership Styles4.0%A comparison of the personal leadership styles of group members is omitted.A comparison of the personal leadership styles of group members is incomplete. The comparison is vague and fails to illustrate the various leadership styles of the group.A general comparison of the personal leadership styles of group members is presented. The comparison generally illustrates the various leadership styles of the group. More information on the various strengths and weaknesses is needed.A comparison of the personal leadership styles of group members is presented. The commonalities and various strengths and weaknesses among the group members are generally presented.A concise and well-developed comparison of the personal leadership styles of group members is presented. The commonalities and various strengths and weaknesses among the group members are clear and insightful.Importance of Awareness of Leadership Styles, Traits, and Practices for Nursing Professionals8.0%An explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is omitted.The explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is largely incomplete.A general explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is presented. The explanation requires more information, rationale, or support.An explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is presented. Some rationale or information is needed for support.A well-supported explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is is presented. An understanding of the importance of personal awareness in leadership professionals is evident.Leadership Traits and Styles of Effective Communicators and Adapting Communication Approaches When Working Interprofessionally8.0%A discussi ...
Rubic_Print_FormatCourse CodeClass CodeNRS-429VNNRS-429VN-O505VARK.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-429VNNRS-429VN-O505VARK Analysis Paper100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Personal Learning Styles According to VARK Questionnaire20.0%Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection. Preferred Learning Strategies20.0%Personal learning strategy content is missing.Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)20.0%Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them a.
Case Study 2Case Study 2Mr. P is a 76-year-old male
Case Study 2
Case Study 2
Mr. P is a 76-year-old male with cardiomyopathy and congestive heart failure who has been hospitalized frequently to treat CHF symptoms. He has difficulty maintaining diet restrictions and managing his polypharmacy. He has 4+ pitting edema, moist crackles throughout lung fields, and labored breathing. He has no family other than his wife, who verbalizes sadness over his declining health and over her inability to get out of the house. She is overwhelmed with the stack of medical bills, as Mr. P always took care of the financial issues. Mr. P is despondent and asks why God has not taken him.
Question
Considering Mr. P’s condition and circumstance, write an essay of 500-750 words that includes the following:
Describe your approach to care.
Recommend a treatment plan.
Describe a method for providing both the patient and family with education and explain your rationale.
Provide a teaching plan (avoid using terminology that the patient and family may not understand).
© 2013. Grand Canyon University. All Rights Reserved.
Case Study 2
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
20.0 %Describe your approach to care
Description of your approach to care is not offered.
Description of your approach to care is offered, but incomplete, lacking relevant information.
Description of your approach to care meets the basic requirements of the assignment.
Description of your approach to care is offered in detail.
Description of your approach to care is offered in detail, while demonstrating evidence of deeper insight and/or reflection.
20.0 %Recommend a treatment plan
Recommendation of a treatment plan is not offered.
Recommendation of a treatment plan is offered, but incomplete, lacking relevant information.
Recommendation of a treatment plan meets the basic requirements of the assignment.
Recommendation of a treatment plan is offered in detail.
Recommendation of a treatment plan is offered in detail, while demonstrating evidence of insight and/or reflection.
20.0 %Describe a method for providing both the patient and family with education and your rationale.
Description of a method for providing both the patient and family with education is not offered.
Description of a method for providing both the patient and family with education is offered, but incomplete, lacking relevant information, such as rationale.
Description of a method for providing both the patient and family with education, with as rationale, meets the basic requirements of the assignment.
Description of a method for providing both the patient and family with education is offered in detail.
Description of a method for providing both the patient and family with education is offered in detail, while demonstrating evidence of deeper insight and/or reflection.
20.0 %Provide a teaching plan, using words the patient and family will understand.
A tea ...
Rubic_Print_FormatCourse CodeClass CodeHLT-605HLT-605-O101Communit.docx
Rubic_Print_FormatCourse CodeClass CodeHLT-605HLT-605-O101Community Prevention Project250.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent70.0%Community Related Health Concerns: Identify Vector-Related Diseases Affecting Community20.0%Diseases are not vector-related; vector-related diseases presented are not relevant to the local community health concerns.Vector-related diseases are presented and relevant to the local community; evidence is not presented to support claims; evidence used is not substantiated using information from state public health and environmental quality departments for the local community health concerns.Vector-related diseases presented are relevant to the local community. Claims are partially substantiated using information from state public health and environmental quality departments for the local community health concerns. More relevant evidence is needed for support. Vector-related diseases presented are relevant to the local community. Claims are generally substantiated using information from state public health and environmental quality departments for the local community health concerns. Vector-related diseases are relevant to the local community. Claims are strongly substantiated using information from state public health and environmental quality departments for the local community health concerns.Identify Current Environmental Risk Assessment Methods Applicable to Public Health Issues20.0%Current environmental risk methods applicable to public health issues are not identified.Some environmental risk methods are referenced; the environmental risk methods are not current, or are not applicable to public health issues.General environmental risk methods applicable to public health issues are identified; most environmental risk methods are current and applicable to public health issues.Environmental risk methods applicable to public health issues are identified; environmental risk methods are current and applicable to public health issues, but more supporting detail is needed. Environmental risk methods applicable to public health issues are clearly identified; environmental risk methods are current, applicable and highly relevant to public health issues.Propose Modifier, New Prevention or Intervention Program 20.0%No modifier, new prevention or intervention program is suggested.Reference is made to a modifier, new prevention or intervention program. No evidence or details are offered for support.A modifier, new prevention or intervention program is suggested. Some evidence is provided for support, but suggestion lacks support to demonstrate relevance to local public health issue presented.A modifier, new prevention or intervention program is suggested. Evidence is provided that generally demonstrates support and relevance to local public health issue presented.A modifier, new prevention or intervention program.
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docx
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness.
Content is comprehensive and accurate, and definitions are clearly stated. Sections form a cohesive logical and justified whole. Shows careful planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive. Presents ideas and information beyond that presented through the course, and substantiates their validity through solid, academic research where appropriate. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria. Final paper exhibits the process of creative thinking and development of proposal. Applies framework of knowledge, practice and sound research. Shows careful planning and attention to how disparate elements fit together.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesi.
Attitude, Legislation, and Litigation 1 Unsatisf.docx
Attitude, Legislation, and Litigation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Attitude, Legislation, and Litigation: Address the social implications of attitude, legislation, and litigation on the lives of students with disabilities
Fails to address the changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Explanations of changes in the following are underdeveloped: perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Adequately explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Proficiently explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Comprehensively explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
30.0 % Content Comprehension
Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points.
Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points.
Content is not comprehensive or persuasive. Major points are addressed but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited.
Content is comprehensive and accurate; definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment's criteria. At least two relevant academic sources are cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well-supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment' ...
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Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmar.docx
Rubic_Print_FormatCourse CodeClass CodeMGT-660MGT-660-O500Benchmark – Strategic Plan Part 2: External and Internal Assessment100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent100.0%Description of Environmental Scan15.0%A description of what you learned about the industry and your organization is not included.A description of what you learned about the industry and your organization is included, but lacks sufficient detail. Subject knowledge is unclear or inconsistent.A description of what you learned about the industry and your organization is included. Some subject knowledge is evident.A description of what you learned about the industry and your organization is included. Subject knowledge is competent.A description of what you learned about the industry and your organization is included. Description demonstrates comprehensive subject knowledge and understanding. External and Internal Assessment Tools15.0%Appendix of external and internal assessment tools is not included. An explanation of how you applied the results of your internal and external assessment tools is not included. Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included, yet does not include sufficient detail to support claims or findings. Subject knowledge is unclear or inconsistent.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. Some subject knowledge is evident.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. Detailed examples and evidence are included. Subject knowledge is competent.Appendix of external and internal assessment tools is included. An explanation of how you applied the results of your internal and external assessment tools is included. External and internal assessment includes relevant examples and applicable insight and demonstrates comprehensive subject knowledge and understanding.Key Issues15.0%An explanation of how what you learned has challenges or supports your original vision/concept is not included. An explanation of what has emerged from your learning is not included.An explanation of how what you learned has challenges or supports your original vision/concept is included. An explanation of what has emerged from your learning is included, however, the explanation lacks clarity. Subject knowledge is unclear or inconsistent.An explanation of how what you learned has challenges or supports your original vision/concept is included. An explanation of what is has emerged from your learning is included. Some subject knowledge is evident.An explanation of how what you learned has challenges or supports y.
Describe how motivation and reinforcement would be used to influen
Describe how motivation and reinforcement would be used to influen
Describe the major statistical findings for the scientific communi
Describe the major statistical findings for the scientific community. Your response should be about 3 to 7 sentences. Include the following in your response:
• An explanation of at least two major findings
• An explanation contextualizing the graphs you will include in the next item to ensure that the reader understands their purpose in the brief
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsNRS-440VNNRS-440VN-O501CLC - Leadership Styles and Nursing150.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Individual Group Slides4.0%Slides summarizing leadership styles, traits, and practices of each group member are omitted.N/AN/AN/ASlides summarizing leadership styles, traits, and practices of each group member are presented.Comparison of Leadership Styles4.0%A comparison of the personal leadership styles of group members is omitted.A comparison of the personal leadership styles of group members is incomplete. The comparison is vague and fails to illustrate the various leadership styles of the group.A general comparison of the personal leadership styles of group members is presented. The comparison generally illustrates the various leadership styles of the group. More information on the various strengths and weaknesses is needed.A comparison of the personal leadership styles of group members is presented. The commonalities and various strengths and weaknesses among the group members are generally presented.A concise and well-developed comparison of the personal leadership styles of group members is presented. The commonalities and various strengths and weaknesses among the group members are clear and insightful.Importance of Awareness of Leadership Styles, Traits, and Practices for Nursing Professionals8.0%An explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is omitted.The explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is largely incomplete.A general explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is presented. The explanation requires more information, rationale, or support.An explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is presented. Some rationale or information is needed for support.A well-supported explanation of why it is important for nursing professionals to be aware of their personal leadership styles, traits, and practices is is presented. An understanding of the importance of personal awareness in leadership professionals is evident.Leadership Traits and Styles of Effective Communicators and Adapting Communication Approaches When Working Interprofessionally8.0%A discussi ...
Rubic_Print_FormatCourse CodeClass CodeNRS-429VNNRS-429VN-O505VARK.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-429VNNRS-429VN-O505VARK Analysis Paper100.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Personal Learning Styles According to VARK Questionnaire20.0%Personal learning style content is missing. Personal learning style presented is not reflective of VARK questionnaire.Personal learning style according to the VARK questionnaire is identified, but summary is incomplete. Personal learning style according to the VARK questionnaire is identified and basic summary is provided. Personal learning style according to the VARK questionnaire is identified and described. Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection. Preferred Learning Strategies20.0%Personal learning strategy content is missing.Personal learning strategy is partially described. A comparison of current preferred learning styles and VARK identified learning styles is incomplete. Personal learning strategy is summarized. A comparison of current preferred learning styles and VARK identified learning styles is generally described. Personal learning strategy is described. A comparison of current preferred learning styles and VARK identified learning styles is presented.Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.Learning Styles (Effect on educational performance and importance of identifying learning styles for learners as an educator)20.0%Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is not presented.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is partially presented. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is unclear. There are inaccuracies.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is generally discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is generally established. There are minor inaccuracies. More rationale or evidence is needed for support.Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them a.
Case Study 2Case Study 2Mr. P is a 76-year-old male
Case Study 2
Case Study 2
Mr. P is a 76-year-old male with cardiomyopathy and congestive heart failure who has been hospitalized frequently to treat CHF symptoms. He has difficulty maintaining diet restrictions and managing his polypharmacy. He has 4+ pitting edema, moist crackles throughout lung fields, and labored breathing. He has no family other than his wife, who verbalizes sadness over his declining health and over her inability to get out of the house. She is overwhelmed with the stack of medical bills, as Mr. P always took care of the financial issues. Mr. P is despondent and asks why God has not taken him.
Question
Considering Mr. P’s condition and circumstance, write an essay of 500-750 words that includes the following:
Describe your approach to care.
Recommend a treatment plan.
Describe a method for providing both the patient and family with education and explain your rationale.
Provide a teaching plan (avoid using terminology that the patient and family may not understand).
© 2013. Grand Canyon University. All Rights Reserved.
Case Study 2
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
20.0 %Describe your approach to care
Description of your approach to care is not offered.
Description of your approach to care is offered, but incomplete, lacking relevant information.
Description of your approach to care meets the basic requirements of the assignment.
Description of your approach to care is offered in detail.
Description of your approach to care is offered in detail, while demonstrating evidence of deeper insight and/or reflection.
20.0 %Recommend a treatment plan
Recommendation of a treatment plan is not offered.
Recommendation of a treatment plan is offered, but incomplete, lacking relevant information.
Recommendation of a treatment plan meets the basic requirements of the assignment.
Recommendation of a treatment plan is offered in detail.
Recommendation of a treatment plan is offered in detail, while demonstrating evidence of insight and/or reflection.
20.0 %Describe a method for providing both the patient and family with education and your rationale.
Description of a method for providing both the patient and family with education is not offered.
Description of a method for providing both the patient and family with education is offered, but incomplete, lacking relevant information, such as rationale.
Description of a method for providing both the patient and family with education, with as rationale, meets the basic requirements of the assignment.
Description of a method for providing both the patient and family with education is offered in detail.
Description of a method for providing both the patient and family with education is offered in detail, while demonstrating evidence of deeper insight and/or reflection.
20.0 %Provide a teaching plan, using words the patient and family will understand.
A tea ...
Rubic_Print_FormatCourse CodeClass CodeHLT-605HLT-605-O101Communit.docx
Rubic_Print_FormatCourse CodeClass CodeHLT-605HLT-605-O101Community Prevention Project250.0CriteriaPercentageUnsatisfactory (0.00%)Less Than Satisfactory (74.00%)Satisfactory (79.00%)Good (87.00%)Excellent (100.00%)CommentsPoints EarnedContent70.0%Community Related Health Concerns: Identify Vector-Related Diseases Affecting Community20.0%Diseases are not vector-related; vector-related diseases presented are not relevant to the local community health concerns.Vector-related diseases are presented and relevant to the local community; evidence is not presented to support claims; evidence used is not substantiated using information from state public health and environmental quality departments for the local community health concerns.Vector-related diseases presented are relevant to the local community. Claims are partially substantiated using information from state public health and environmental quality departments for the local community health concerns. More relevant evidence is needed for support. Vector-related diseases presented are relevant to the local community. Claims are generally substantiated using information from state public health and environmental quality departments for the local community health concerns. Vector-related diseases are relevant to the local community. Claims are strongly substantiated using information from state public health and environmental quality departments for the local community health concerns.Identify Current Environmental Risk Assessment Methods Applicable to Public Health Issues20.0%Current environmental risk methods applicable to public health issues are not identified.Some environmental risk methods are referenced; the environmental risk methods are not current, or are not applicable to public health issues.General environmental risk methods applicable to public health issues are identified; most environmental risk methods are current and applicable to public health issues.Environmental risk methods applicable to public health issues are identified; environmental risk methods are current and applicable to public health issues, but more supporting detail is needed. Environmental risk methods applicable to public health issues are clearly identified; environmental risk methods are current, applicable and highly relevant to public health issues.Propose Modifier, New Prevention or Intervention Program 20.0%No modifier, new prevention or intervention program is suggested.Reference is made to a modifier, new prevention or intervention program. No evidence or details are offered for support.A modifier, new prevention or intervention program is suggested. Some evidence is provided for support, but suggestion lacks support to demonstrate relevance to local public health issue presented.A modifier, new prevention or intervention program is suggested. Evidence is provided that generally demonstrates support and relevance to local public health issue presented.A modifier, new prevention or intervention program.
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docx
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness.
Content is comprehensive and accurate, and definitions are clearly stated. Sections form a cohesive logical and justified whole. Shows careful planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive. Presents ideas and information beyond that presented through the course, and substantiates their validity through solid, academic research where appropriate. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria. Final paper exhibits the process of creative thinking and development of proposal. Applies framework of knowledge, practice and sound research. Shows careful planning and attention to how disparate elements fit together.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesi.
Attitude, Legislation, and Litigation 1 Unsatisf.docx
Attitude, Legislation, and Litigation
1
Unsatisfactory
0.00%
2
Less than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
80.0 %Content
50.0 % Attitude, Legislation, and Litigation: Address the social implications of attitude, legislation, and litigation on the lives of students with disabilities
Fails to address the changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Explanations of changes in the following are underdeveloped: perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Adequately explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Proficiently explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
Comprehensively explains changes in perception regarding disabled students; the influence of legislation and litigation; predicted outcomes for disabled students because of teacher accountability i.e., higher standards; and reflections on first personal encounter with disabled student.
30.0 % Content Comprehension
Content is incomplete and omits most of the requirements stated in the assignment criteria. Major points are irrelevant to the assignment. No outside sources are used to support major points.
Content is incomplete or omits some requirements stated in the assignment criteria. Major points are not clear or persuasive. No outside sources are used to support major points.
Content is not comprehensive or persuasive. Major points are addressed but are not well-supported by outside sources. Research is inadequate in either relevance, quality of outside sources, or timeliness. Irrelevant academic sources are cited.
Content is comprehensive and accurate; definitions are clearly stated. Major points are stated clearly and are supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment's criteria. At least two relevant academic sources are cited.
Content is comprehensive, accurate, and persuasive; definitions are clearly stated. Major points are stated clearly and are well-supported. Research is adequate, timely, relevant, and addresses all of the issues stated in the assignment' ...
Classroom and safety management plans template part 1 cl
Classroom and safety management plans template part 1 cl
Rubic print format_course codeclass codeassignment titletotal point
Rubic print format_course codeclass codeassignment titletotal point
RubricsTop of FormCLC - Health Care Literacy Presentation .docx
Rubrics
Top of Form
CLC - Health Care Literacy Presentation
1
Unsatisfactory
59.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Criteria
30.0 %Selection of two strategies focused on health care literacy
Presentation does not incorporate two strategies focused on health care literacy.
Presentation incorporates two strategies focused on health care literacy, but the information provided is incomplete, inaccurate, or otherwise deficient.
Presentation incorporates two strategies focused on health care literacy, but minimal detail or support is provided for one or more components.
Presentation incorporates two strategies focused on health care literacy and information is incorporated in full. The submission encompasses essential details and provides appropriate support.
Presentation incorporates two strategies focused on health care literacy and the information is comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
35.0 %Development of an intervention targeted to a selected population or cultural community
Presentation does not incorporate the development of an intervention targeted to a selected population or cultural community.
Presentation incorporates the development of an intervention targeted to a selected population or cultural community, but the information provided is incomplete, inaccurate, or otherwise deficient.
Presentation incorporates the development of an intervention targeted to a selected population or cultural community, but minimal detail or support is provided for one or more components.
Presentation incorporates the development of an intervention targeted to a selected population or cultural community and information is incorporated in full. The submission encompasses essential details and provides appropriate support.
Presentation incorporates the development of an intervention targeted to a selected population or cultural community and the information is comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
8.0 %Presentation of Content
The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. Speaker notes are absent.
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. Speaker notes are insufficient.
The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. Speaker notes are sufficient and clear.
The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable ...
Benchmark Assignment - Spiritual Needs Assessment and Reflection .docx
Benchmark Assignment - Spiritual Needs Assessment and Reflection
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Tool for Assessing the Spiritual Needs of Patients CONHCP: 5.2
Tool for assessing the spiritual needs of patients show little to no relevance to the experiences of patients. A transcript of the interview is either missing or not relevant.
Tool for assessing the spiritual needs of patients is present but lacks focus on experiences of patients. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patient. The tool uses reliable methods for gathering data. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. The tool uses effective methods for gathering data that produces the results intended. A clear transcript of the interview is provided.
30.0 %Analysis of Interview Experience
An analysis of the interview experience shows little to no relevance to the assignment instructions.
An analysis of the interview experience is included but addresses a few of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses most of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses all of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses all of the points included in the assignment instructions. The analysis shows a deep understanding of the connections.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 %Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ.
Rubic_Print_FormatCourse CodeClass CodeNRS-440VNNRS-440VN-OL191Imp.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-440VNNRS-440VN-OL191Implementation of the IOM Future of Nursing Report150.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Any specific references should be cited.5.0%Did not attempt to provide a summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health, or failed to cite specific references to the IOM report.Provided a skeletal summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Some of the specific references to the IOM report were cited or were done incorrectly.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. References specific to the IOM report were properly cited.Identify the role of the Robert Wood Johnson Foundation Initiative and the American Association of Retired Persons on the Future of Nursing Campaign for Action and the State Based Action Coalitions15.0%Does not demonstrate knowledge of role. Fails to identify the impact of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.Demonstrates minimal knowledge of subject. Does not adequately visualize or justify the work of the Committee of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.Demonstrates a full and deep knowledge of subject. Develops and explains an informed position on the committee's initiative, integrates and justifies the impact on the Future of NursingIdentify the importance of the IOM FON report related to the nursing workforce15.0%Does not demonstrate knowledge of the concept or its role. Fails to identify the importance of the IOM FON report related to the nursing workforce.Demonstrates minimal knowledge of the subject. Does not adequately visualize or justify the importance of the IOM FON report related to the nursing workforce.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the importance of the IOM FON report related to the nursing workforce.Demonstrates good knowledge of the subject. Correctly describes importance of the IOM FON report related to the nursing workforce.Demonstrates a full and.
Component Proficient (2 points)Competent (1 points)Novic.docx
Component
Proficient
(2 points)
Competent
(1 points)
Novice
(0 to 1 point)
Score
Assignment Requirements
Student completed all required portions of the assignment.
The paper included two scholarly sources.
The sources were cited appropriately.
No unsupported claims were made.
0.5 Points
Completed portions of the assignment.
The paper had one scholarly source.
Few citations.
Unsupported claims.
0.25 Points
Did not complete the required assignment.
The paper had zero or one sources.
No citation.
Unsupported claims and opinions.
0 to 0.25 Points
Writing Skills and Grammar
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
0.5 Points
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
0.25 Points
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
0 to 0.25 Points
APA Style and Formatting
Proper use of APA formatting.
Properly and explicitly cited outside resources.
Correct reference page and the reference list matches citations.
APA headings are utilized to organize content.
Correct APA title page.
Correct font and spacing.
0.5 Points
Use of APA formatting and citations of outside resources but has a few instances in which proper citations are missing.
Incorrect references page or mismatched citations and references.
Some APA headings.
Incorrect APA title page.
Partially correct font or spacing.
0.25 Points
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
No references page.
No APA headings.
No APA title page.
Incorrect font or spacing.
0 to 0.25 Points
Paper Organization
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document.
0.5 Points
Submissions has an organizational structure and the focus is clear throughout.
0.25 Points
Submission lacks focus or contains major drifts in focus
0 to 0.25 Points
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsHLT-362VHLT-362V-O501Article Analysis 1120.0CriteriaPercentage1: Unsatisfactory (0.00%)2: Less Than Satisfactory (65.00%)3: Satisfactory (75.00%)4: Good (85.00%)5: Excellent (100.00%)CommentsPoints EarnedContent100.0%Three Quantitative Articles10.0%Fewer than three arti ...
Top of FormImplementation of the IOM Future of Nursing Report .docx
Top of Form
Implementation of the IOM Future of Nursing Report
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
5.0 %Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Any specific references should be cited.
Did not attempt to provide a summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health, or failed to cite specific references to the IOM report.
Provided a skeletal summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Some of the specific references to the IOM report were cited or were done incorrectly.
Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.
Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.
Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. References specific to the IOM report were properly cited.
15.0 %Identify the role of the Robert Wood Johnson Foundation Initiative and the American Association of Retired Persons on the Future of Nursing Campaign for Action and the State Based Action Coalitions
Does not demonstrate knowledge of role. Fails to identify the impact of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.
Demonstrates minimal knowledge of subject. Does not adequately visualize or justify the work of the Committee of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.
Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.
Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.
Demonstrates a full and deep knowledge of subject. Develops and explains an informed position on the committee's initiative, integrates and justifies the impact on the Future of Nursing
15.0 %Identify the importance of the IOM FON report related to the nursing workforce
Does not demonstrate knowledge of the concept or its role. Fails to identify the importance of the IOM FON report related to the nursing workforce.
Demonstrates minimal knowledge of the subject. Does not adequately visualize or justify the importance of the IOM FON report related to the nursing workforce.
Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the importance of the IOM FON report related to the nursing workforce.
Demonstrates good knowledge of the subject. Correctly describes importance of the IOM FON report related to the nursing workforce.
Demonstrates a full and deep knowledge of the subject. Develops and explains the impor ...
Top of FormStrategic Plan Part 1 Overview 1Unsatisfactor.docx
Top of Form
Strategic Plan Part 1: Overview
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
100.0 %Content
20.0 %Description of Plan
A description of the type of plan including the vision, mission, and values of the organization is not included.
A description of the type of plan is included however a description of the vision, mission, or values of the organization is not included. Subject knowledge is unclear or inconsistent.
A description of the type of plan including the vision, mission, and values of the organization is included. Some subject knowledge is evident.
A description of the type of plan including the vision, mission, and values of the organization is included. Subject knowledge is competent.
A description of the type of plan including the vision, mission, and values of the organization is included. Description demonstrates comprehensive subject knowledge and understanding.
20.0 %Values and Culture
An explanation of how organizational values drive culture is not included. An explanation of the culture you intend to build or that currently exist is not included.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Subject knowledge is unclear or inconsistent.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Some subject knowledge is evident.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Detailed examples and evidence are included. Subject knowledge is competent.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.
20.0 %Competitive Advantage
An explanation of your competitive advantage is not included.
An explanation of your competitive advantage is included. Subject knowledge is unclear or inconsistent.
An explanation of your competitive advantage is included. Some subject knowledge is evident.
An explanation of your competitive advantage is included. Detailed examples and evidence are included. Subject knowledge is competent.
An explanation of your competitive advantage is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.
10.0 %Presentation of Content
The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.
...
DetailsIf counseling is all talk and no action it is not effe.docx
Details:
If counseling is all talk and no action it is not effective counseling. The problem is that clients encounter many barriers in carrying out actions they identify in the counseling process.
Write a 750-1,000-word paper discussing action planning and overcoming barriers for client treatment. Please use headings and include the following in your paper:
Discuss the principles for effectively implementing an action plan.
Describe at least five barriers that might interfere with client implementation of the action plans that are created. Include a case example of each barrier.
Outline a counselor intervention that would help to overcome each barrier.
A list of your local community resources for different types of needs.
Outline an aftercare plan that utilized local community resources.
Include at least three scholarly references in your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
This assignment meets the following CACREP Standards:
2.F.5.g. Essential interviewing, counseling, and case conceptualization skills.
2.F.5.i. Development of measurable outcomes for clients.
2.F.5.k. Strategies to promote client understanding of and access to a variety of community-based resources.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
10.0 %
Principles for effectively implementing an action plan
Discussion of the principles for effectively implementing an action plan is not present or not discernible to the reader.
Discussion of the principles for effectively implementing an action plan is incomplete or flawed.
Discussion of the principles for effectively implementing an action plan is accurate and complete.
Discussion of the principles for effectively implementing an action plan is thorough and well-reasoned.
Discussion of the principles for effectively implementing an action plan is thorough and well-reasoned. Information provided is fully supported and rich in detail.
10.0 %
Barriers that might interfere with client implementation of the action plans, including a case example of each barrier
Discussion of the barriers that might interfere with implementation of the action plans.is not present or not discernible to the reader.
Discussion of the barriers that might interfere with implementation of the action plans is incomplete or flawed.
Discussion of the barriers that might interfere with implementation of the action plans is accurate and complete, including relevant examples illustrating the techniques provided.
Discussion of the barriers that might interfere w.
Apply RubricsConnected Health and the Digital Age of Medicine
Apply Rubrics
Connected Health and the Digital Age of Medicine
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
100.0 %Module 5 Rubric: Connected Health and the Digital Age of Medicine
10.0 %Identify at least two technology innovations to connect patients, providers, and insurers across the care continuum.
Presentation does not identify at least two technology innovations to connect patients, providers, and insurers across the care continuum.
Non applicable
Non applicable
Non applicable
Presentation identifies two technology innovations to connect patients, providers, and insurers across the care continuum.
10.0 %Describe how the technologies work to provide patients and providers with data necessary for health care decision making.
Presentation lacks a description for how the technologies work to provide patients and providers with data necessary for health care decision making.
Presentation's description for how the technologies work to provide patients and providers with data necessary for health care decision making is inadequate, lacking relevant information.
Presentation's description for how the technologies work to provide patients and providers with data necessary for health care decision making provides basic and accurate information.
Presentation's description for how the technologies work to provide patients and providers with data necessary for health care decision making is offered in an accurate manner with details.
Presentation's description for how the technologies work to provide patients and providers with data necessary for health care decision is offered in an accurate manner with details and supported with examples.
10.0 %Discuss how the real-time data encourages outcome-focused planning.
No discussion is provided for how the real-time data encourages outcome-focused planning.
Discussion for how the real-time data encourages outcome-focused planning is inadequate, lacking relevant information.
Discussion for how the real-time data encourages outcome-focused planning provides basic and accurate information.
Discussion for how the real-time data encourages outcome-focused planning is offered in an accurate manner with details.
Discussion for how the real-time data encourages outcome-focused planning is offered in an accurate manner with details and supported with examples.
10.0 %Make a prediction of the impact the technology will have on future health care delivery.
No prediction provided on the impact the technology will have on future health care delivery.
Prediction of the impact the technology will have on future health care delivery is inadequate, lacking relevant information.
Prediction to the impact the technology will have on future health care delivery offered in is general terms and supported with rationale.
Prediction to the impact the technology will have on future health care delivery offered in a specif ...
Concept Map TemplateInstructionsYou may use the template o
Concept Map Template
Instructions
You may use the template on the following page to help you complete your Evidence-Based Patient-Centered Concept Map assessment. The template has been created to mirror the formatting of the draft concept map from the Evidence-Based Patient-Centered Care media piece.
To get started, you can copy and paste the information you exported into a Microsoft Word document from the media piece.
Remember to change the title of the diamonds currently labeled “[Other]” to a title that accurately reflects the category of information in the diamond.
Remember to insert APA style, in-text citations where appropriate.
Add additional items and connections as appropriate to fully develop your concept map.
You are not required to use this template. You may use a different template or tool.
If you encounter accessibility issues while working with this template, please contact your instructor for assistance and possible alternatives.
Most Urgent Nursing Diagnosis
Nursing Diagnosis 2
Nursing Diagnosis 3
Patient Info
Treatment
[Other]
Outcomes
Treatment
[Other]
Outcomes
Treatment
[Other]
Outcomes
1
2
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsHLT-308VHLT-308V-O500Educational Program on Risk Management Part Two - Slide Presentation200.0CriteriaPercentage1: Unsatisfactory (0.00%)2: Less Than Satisfactory (65.00%)3: Satisfactory (75.00%)4: Good (85.00%)5: Excellent (100.00%)CommentsPoints Earned% Scaling100.0%Introduction10.0%Introduction slides are not included.Introduction slides are present, but the information provided is incomplete, inaccurate, or otherwise deficient.Introduction slides provide minimal detail or support.Introduction slides provide appropriate support as to why greater attention to this risk management strategy is needed.Introduction slides are informative and thorough in explaining why increased attention to the proposed risk management strategy is needed. Specific examples are provided where appropriate.Rationale10.0%Rationale slides are not included.Rationale slides are present, but the information provided is incomplete, inaccurate, or otherwise deficient.Rationale slides provide minimal detail or support.Rationale slides provide appropriate support as to how the proposed risk management strategy is lacking in the selected plan and how its implementation will better meet compliance standards.Rationale slides are informative and thorough in explaining why the proposed risk management strategy is lacking in the selected plan. Specific examples are provided as to how its implementation will better meet compliance standards.Support10.0%Support data slides are not included.Support data slides are present, but the information provided is incomplete, inaccurate, or otherwise deficient.Support data slides provide minimal detail or support.Support data slides provide an appropriate explanation of how the data indicate a need for the propose ...
Implementation of the IOM Future of Nursing Report 1Unsatisf.docx
Implementation of the IOM Future of Nursing Report
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
5.0 %Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Any specific references should be cited.
Did not attempt to provide a summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health, or failed to cite specific references to the IOM report.
Provided a skeletal summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Some of the specific references to the IOM report were cited or were done incorrectly.
Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.
Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.
Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. References specific to the IOM report were properly cited.
15.0 %Identify the role of the Robert Wood Johnson Foundation Initiative and the American Association of Retired Persons on the Future of Nursing Campaign for Action and the State Based Action Coalitions
Does not demonstrate knowledge of role. Fails to identify the impact of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.
Demonstrates minimal knowledge of subject. Does not adequately visualize or justify the work of the Committee of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.
Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.
Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.
Demonstrates a full and deep knowledge of subject. Develops and explains an informed position on the committee's initiative, integrates and justifies the impact on the Future of Nursing
15.0 %Identify the importance of the IOM FON report related to the nursing workforce
Does not demonstrate knowledge of the concept or its role. Fails to identify the importance of the IOM FON report related to the nursing workforce.
Demonstrates minimal knowledge of the subject. Does not adequately visualize or justify the importance of the IOM FON report related to the nursing workforce.
Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the importance of the IOM FON report related to the nursing workforce.
Demonstrates good knowledge of the subject. Correctly describes importance of the IOM FON report related to the nursing workforce.
Demonstrates a full and deep knowledge of the subject. Develops and explains the importance o.
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docx
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness.
Content is comprehensive and accurate, and definitions are clearly stated. Sections form a cohesive logical and justified whole. Shows careful planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive. Presents ideas and information beyond that presented through the course, and substantiates their validity through solid, academic research where appropriate. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria. Final paper exhibits the process of creative thinking and development of proposal. Applies framework of knowledge, practice and sound research. Shows careful planning and attention to how disparate elements fit together.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis an.
1. A corporations distribution of additional shares of its own s.docx
1.
A corporation's distribution of additional shares of its own stock to its stockholders without the receipt of any payment in return is called a: (Points : 2)
.
1. Like the modernists, postmodern writers focused on subjective e.docx
1. Like the modernists, postmodern writers focused on subjective experience rather than objective cultural norms. (1 point)
expressing or dealing with facts or conditions as perceived without distortion by personal feelings, prejudices, or interpretations
characteristic of or belonging to reality as perceived rather than as independent of mind
characteristic of or belonging to the superficial world
none of the above
2. They reeled, whirled, swiveled, flounced, capered, gamboled, and spun. (1 point)
insult
twists; intricate designs
leapt; frolicked
sharp; pounding
3. He began to think glimmeringly about his abnormal son who was now in jail, about Harrison. (1 point)
beginning
watchfulness; caution
leapt; frolicked
intermittently; unsteadily
4. Stokesie’s married, with two babies chalked up on his fuselage already, but as far as I can tell that’s the only difference. (1 point)
central body portion of an airplane
evil; spiteful
handicaps; obstructions
none of the above
Read the following paragraph and answer questions 5–8.
Scientists report (1) that creatures living in the deep sea are in danger of starving to death. Millions of undiscovered species live, in the deep sea. Creatures in the seabed are suffering from growing food shortages. Which may be a result of rising sea temperatures. Scientists believe that some species will die out, those that can survive on a low food supply will continue living. Not much is known about the creatures that live in the deep sea, not much is known about the changes in their diets. Scientists estimate that up to 10 million species live in the depths of the sea. Most animals of the deep rely on food chains that begin. In the lighted realms of the sea. Microscopic plants called phytoplankton. Capture the sun and start the food cycle. (2) Wherever there are animal droppings, there is a constant rain of organic matter (3) that feeds the bottom dwellers.
5. The underlined part of sentence 1 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
6. The underlined part of sentence 2 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
7. The underlined part of sentence 3 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
Essay
Note: Your teacher will grade your response to ensure that you receive proper credit for your answer. Your response should include the following to receive the points in parentheses:
Respond in 3–5 complete sentences. (5 pts)
8. Rewrite the paragraph above, correcting any fragments and run-on sentences. Be sure to use correct punctuation. (5 points)
True or False
9. The Beat Generation was a group of writers who fought to maintain traditionalism in America. (1 point)
true
false
10. Satire is used to make serious situations appear humorous using irony. (1 point)
true
false
11. Absurdism is the attempt to show the absurdity of t.
1. As the degree of freedom increase indefinitely, the t distribu.docx
1.
As the degree of freedom increase indefinitely, the t distribution approaches the normal distribution. (Points : 1)
[removed] [removed] [removed] [removed]
.
1-Explain how the topography of the United states can affect the wea.docx
1-Explain how the topography of the United states can affect the weather.
2-
Explain why or why not the bodies of water that are in close proximity to the Commonwealth (P.A.) can affect our weather.
3-
Explain how sometimes it can we warmer in Alaska in December than here in PA?
4-
Explain how the temperature can range 30 degrees in Pittsburgh to 55 Philadelphia during the month of January.
5
Explain how the temperature can range from 75 degrees in Pittsburgh to 45 in Philadelphia during the month of May.
6-
Explain how Texas can sometimes be colder than PA during the winter.
7
.
Explain how Florida can sometimes be cooler than PA during the summer.
.
1. An exporter faced with exposure to a depreciating currency can.docx
1.
An exporter faced with exposure to a depreciating currency can reduce transaction exposure with a strategy of: (Points : 1)
[removed] [removed] [removed] [removed]
.
1. According to the central limit theorem, a population which is .docx
1.
According to the central limit theorem, a population which is skewed to begin with will still be skewed when it is re-formed as a distribution of sample means. (Points : 1)
.
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RubricsTop of FormCLC - Health Care Literacy Presentation .docx
Rubrics
Top of Form
CLC - Health Care Literacy Presentation
1
Unsatisfactory
59.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
100.0 %Criteria
30.0 %Selection of two strategies focused on health care literacy
Presentation does not incorporate two strategies focused on health care literacy.
Presentation incorporates two strategies focused on health care literacy, but the information provided is incomplete, inaccurate, or otherwise deficient.
Presentation incorporates two strategies focused on health care literacy, but minimal detail or support is provided for one or more components.
Presentation incorporates two strategies focused on health care literacy and information is incorporated in full. The submission encompasses essential details and provides appropriate support.
Presentation incorporates two strategies focused on health care literacy and the information is comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
35.0 %Development of an intervention targeted to a selected population or cultural community
Presentation does not incorporate the development of an intervention targeted to a selected population or cultural community.
Presentation incorporates the development of an intervention targeted to a selected population or cultural community, but the information provided is incomplete, inaccurate, or otherwise deficient.
Presentation incorporates the development of an intervention targeted to a selected population or cultural community, but minimal detail or support is provided for one or more components.
Presentation incorporates the development of an intervention targeted to a selected population or cultural community and information is incorporated in full. The submission encompasses essential details and provides appropriate support.
Presentation incorporates the development of an intervention targeted to a selected population or cultural community and the information is comprehensive. The submission further incorporates analysis of supporting evidence insightfully and provides specific examples with relevance. Level of detail is appropriate.
8.0 %Presentation of Content
The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. Speaker notes are absent.
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. Speaker notes are insufficient.
The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. Speaker notes are sufficient and clear.
The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable ...
Benchmark Assignment - Spiritual Needs Assessment and Reflection .docx
Benchmark Assignment - Spiritual Needs Assessment and Reflection
1
Unsatisfactory
0.00%
2
Less Than Satisfactory
65.00%
3
Satisfactory
75.00%
4
Good
85.00%
5
Excellent
100.00%
70.0 %Content
40.0 %Tool for Assessing the Spiritual Needs of Patients CONHCP: 5.2
Tool for assessing the spiritual needs of patients show little to no relevance to the experiences of patients. A transcript of the interview is either missing or not relevant.
Tool for assessing the spiritual needs of patients is present but lacks focus on experiences of patients. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patient. The tool uses reliable methods for gathering data. A clear transcript of the interview is provided.
Tool for assessing the spiritual needs of patients is present and focuses on experiences of patients. The tool uses effective methods for gathering data that produces the results intended. A clear transcript of the interview is provided.
30.0 %Analysis of Interview Experience
An analysis of the interview experience shows little to no relevance to the assignment instructions.
An analysis of the interview experience is included but addresses a few of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses most of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses all of the points included in the assignment instructions.
An analysis of the interview experience is included and addresses all of the points included in the assignment instructions. The analysis shows a deep understanding of the connections.
20.0 %Organization and Effectiveness
7.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis and/or main claim are apparent and appropriate to purpose.
Thesis and/or main claim are clear and forecast the development of the paper. They are descriptive and reflective of the arguments and appropriate to the purpose.
Thesis and/or main claim are comprehensive. The essence of the paper is contained within the thesis. Thesis statement makes the purpose of the paper clear.
8.0 %Argument Logic and Construction
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ ...
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date: Thursday at 11:59 pm of Unit 8
Points: 100
Overview:
As we have stated, self-assessment is a critical component of the Baldrige process.
Accordingly, this assignment will require you to engage in a reflective process and allow you to
develop and articulate your own thoughts on the concept of "quality", the Baldrige principles,
organizational issues, personal and organizational learning, corporate responsibility, and other
important ideas discussed in this course.
Instructions:
Your paper should cover:
A reflection of the Baldrige process and quality.
Organizational issues
Personal and organizational learning.
Corporate responsibility
Your paper should cover the issues above, address your learning experience in the course, and
identify areas of your greatest (or least, if necessary) development or understanding. A well-
developed paper will make reference to the Baldrige principles in a coherent and thoughtful
way, introduce new thinking if appropriate, and show an understanding of the course materials
and their application in an organizational or personal environment.
Please write clearly and in a grammatically correct manner. Remember, clarity of presentation
goes a long way in enhancing the credibility of the presentation.
Requirements:
Length: a minimum of five pages, not including title or reference pages
Resources: a minimum of four resources to back up your reflection
Demonstrate a depth of thought and consideration worthy of a course in quality systems.
The final product will be a paper that is double-spaced, APA formatted pages.
Be sure to read the criteria by which your work will be evaluated before you write and
again after you write.
BUS211 – Baldrige Principles and
Introduction to Quality
Unit 8 Assignment: Reflection Paper
Evaluation Rubric for Unit 8 Assignment
CRITERIA Exemplary Proficient Needs
Improvement
Deficient
(19-20 Points) (16-18 Points) (13-15 Points) (0-12 Points)
Reflection of
the Baldrige
Process and
Quality
The reflection
on the Baldrige
process is
clearly defined
and presented,
including all
details.
The reflection on
the Baldrige
process is
present, but is
missing minor
details.
The reflection on
the Baldrige
process is
present, but is
missing key
details.
The reflection
on the Baldrige
process is
missing or
poorly
presented.
Organizational
Issues
Organizational
issues are
clearly defined
and presented,
including all
details.
Organizational
issues are
present, but is
missing minor
details.
Organizational
issues are
present, but is
missing key
details.
Organizational
issues are
missing or
poorly
presented.
Personal and
Organizational
Learning
Personal and
organizational
learning is
clearly defined
and presented,
including all
details.
Personal and
organizational
learning is
present, but is
missing minor
details.
Personal and
organ.
Rubic_Print_FormatCourse CodeClass CodeNRS-440VNNRS-440VN-OL191Imp.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-440VNNRS-440VN-OL191Implementation of the IOM Future of Nursing Report150.0CriteriaPercentageUnsatisfactory (0.00%)Less than Satisfactory (75.00%)Satisfactory (79.00%)Good (89.00%)Excellent (100.00%)CommentsPoints EarnedContent80.0%Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Any specific references should be cited.5.0%Did not attempt to provide a summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health, or failed to cite specific references to the IOM report.Provided a skeletal summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Some of the specific references to the IOM report were cited or were done incorrectly.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. References specific to the IOM report were properly cited.Identify the role of the Robert Wood Johnson Foundation Initiative and the American Association of Retired Persons on the Future of Nursing Campaign for Action and the State Based Action Coalitions15.0%Does not demonstrate knowledge of role. Fails to identify the impact of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.Demonstrates minimal knowledge of subject. Does not adequately visualize or justify the work of the Committee of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.Demonstrates a full and deep knowledge of subject. Develops and explains an informed position on the committee's initiative, integrates and justifies the impact on the Future of NursingIdentify the importance of the IOM FON report related to the nursing workforce15.0%Does not demonstrate knowledge of the concept or its role. Fails to identify the importance of the IOM FON report related to the nursing workforce.Demonstrates minimal knowledge of the subject. Does not adequately visualize or justify the importance of the IOM FON report related to the nursing workforce.Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the importance of the IOM FON report related to the nursing workforce.Demonstrates good knowledge of the subject. Correctly describes importance of the IOM FON report related to the nursing workforce.Demonstrates a full and.
Component Proficient (2 points)Competent (1 points)Novic.docx
Component
Proficient
(2 points)
Competent
(1 points)
Novice
(0 to 1 point)
Score
Assignment Requirements
Student completed all required portions of the assignment.
The paper included two scholarly sources.
The sources were cited appropriately.
No unsupported claims were made.
0.5 Points
Completed portions of the assignment.
The paper had one scholarly source.
Few citations.
Unsupported claims.
0.25 Points
Did not complete the required assignment.
The paper had zero or one sources.
No citation.
Unsupported claims and opinions.
0 to 0.25 Points
Writing Skills and Grammar
Assignment strongly demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is well written, and ideas are well developed and explained. Demonstrates strong writing skills. Student paid close attention to spelling and punctuation. Sentences and paragraphs are grammatically correct.
0.5 Points
Assignment demonstrates graduate-level proficiency in organization, grammar, and style.
Assignment is effectively communicated, but some sections lacking clarity. Student paid some attention to spelling and punctuation, but there are errors within the writing. Needs attention to proper writing skills.
0.25 Points
Assignment does not demonstrate graduate-level proficiency in organization, grammar, and style.
Assignment is poorly written and confusing. Ideas are not communicated effectively. Student paid no attention to spelling and punctuation. Demonstrates poor writing skills.
0 to 0.25 Points
APA Style and Formatting
Proper use of APA formatting.
Properly and explicitly cited outside resources.
Correct reference page and the reference list matches citations.
APA headings are utilized to organize content.
Correct APA title page.
Correct font and spacing.
0.5 Points
Use of APA formatting and citations of outside resources but has a few instances in which proper citations are missing.
Incorrect references page or mismatched citations and references.
Some APA headings.
Incorrect APA title page.
Partially correct font or spacing.
0.25 Points
The assignment lacks the use of APA formatting and does not provide proper citations or includes no citations.
No references page.
No APA headings.
No APA title page.
Incorrect font or spacing.
0 to 0.25 Points
Paper Organization
Submission is well organized and has a tight and cohesive focus that is integrated throughout the document.
0.5 Points
Submissions has an organizational structure and the focus is clear throughout.
0.25 Points
Submission lacks focus or contains major drifts in focus
0 to 0.25 Points
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsHLT-362VHLT-362V-O501Article Analysis 1120.0CriteriaPercentage1: Unsatisfactory (0.00%)2: Less Than Satisfactory (65.00%)3: Satisfactory (75.00%)4: Good (85.00%)5: Excellent (100.00%)CommentsPoints EarnedContent100.0%Three Quantitative Articles10.0%Fewer than three arti ...
Top of FormImplementation of the IOM Future of Nursing Report .docx
Top of Form
Implementation of the IOM Future of Nursing Report
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
5.0 %Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Any specific references should be cited.
Did not attempt to provide a summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health, or failed to cite specific references to the IOM report.
Provided a skeletal summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Some of the specific references to the IOM report were cited or were done incorrectly.
Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.
Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.
Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. References specific to the IOM report were properly cited.
15.0 %Identify the role of the Robert Wood Johnson Foundation Initiative and the American Association of Retired Persons on the Future of Nursing Campaign for Action and the State Based Action Coalitions
Does not demonstrate knowledge of role. Fails to identify the impact of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.
Demonstrates minimal knowledge of subject. Does not adequately visualize or justify the work of the Committee of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.
Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.
Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.
Demonstrates a full and deep knowledge of subject. Develops and explains an informed position on the committee's initiative, integrates and justifies the impact on the Future of Nursing
15.0 %Identify the importance of the IOM FON report related to the nursing workforce
Does not demonstrate knowledge of the concept or its role. Fails to identify the importance of the IOM FON report related to the nursing workforce.
Demonstrates minimal knowledge of the subject. Does not adequately visualize or justify the importance of the IOM FON report related to the nursing workforce.
Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the importance of the IOM FON report related to the nursing workforce.
Demonstrates good knowledge of the subject. Correctly describes importance of the IOM FON report related to the nursing workforce.
Demonstrates a full and deep knowledge of the subject. Develops and explains the impor ...
Top of FormStrategic Plan Part 1 Overview 1Unsatisfactor.docx
Top of Form
Strategic Plan Part 1: Overview
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
100.0 %Content
20.0 %Description of Plan
A description of the type of plan including the vision, mission, and values of the organization is not included.
A description of the type of plan is included however a description of the vision, mission, or values of the organization is not included. Subject knowledge is unclear or inconsistent.
A description of the type of plan including the vision, mission, and values of the organization is included. Some subject knowledge is evident.
A description of the type of plan including the vision, mission, and values of the organization is included. Subject knowledge is competent.
A description of the type of plan including the vision, mission, and values of the organization is included. Description demonstrates comprehensive subject knowledge and understanding.
20.0 %Values and Culture
An explanation of how organizational values drive culture is not included. An explanation of the culture you intend to build or that currently exist is not included.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Subject knowledge is unclear or inconsistent.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Some subject knowledge is evident.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Detailed examples and evidence are included. Subject knowledge is competent.
An explanation of how organizational values drive culture is included. An explanation of the culture you intend to build or that currently exist is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.
20.0 %Competitive Advantage
An explanation of your competitive advantage is not included.
An explanation of your competitive advantage is included. Subject knowledge is unclear or inconsistent.
An explanation of your competitive advantage is included. Some subject knowledge is evident.
An explanation of your competitive advantage is included. Detailed examples and evidence are included. Subject knowledge is competent.
An explanation of your competitive advantage is included. Plan includes relevant examples and applicable insight. Plan demonstrates comprehensive subject knowledge and understanding.
10.0 %Presentation of Content
The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.
The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.
...
DetailsIf counseling is all talk and no action it is not effe.docx
Details:
If counseling is all talk and no action it is not effective counseling. The problem is that clients encounter many barriers in carrying out actions they identify in the counseling process.
Write a 750-1,000-word paper discussing action planning and overcoming barriers for client treatment. Please use headings and include the following in your paper:
Discuss the principles for effectively implementing an action plan.
Describe at least five barriers that might interfere with client implementation of the action plans that are created. Include a case example of each barrier.
Outline a counselor intervention that would help to overcome each barrier.
A list of your local community resources for different types of needs.
Outline an aftercare plan that utilized local community resources.
Include at least three scholarly references in your paper.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
This assignment meets the following CACREP Standards:
2.F.5.g. Essential interviewing, counseling, and case conceptualization skills.
2.F.5.i. Development of measurable outcomes for clients.
2.F.5.k. Strategies to promote client understanding of and access to a variety of community-based resources.
1
Unsatisfactory
0.00%
2
Less than Satisfactory
74.00%
3
Satisfactory
79.00%
4
Good
87.00%
5
Excellent
100.00%
70.0 %Content
10.0 %
Principles for effectively implementing an action plan
Discussion of the principles for effectively implementing an action plan is not present or not discernible to the reader.
Discussion of the principles for effectively implementing an action plan is incomplete or flawed.
Discussion of the principles for effectively implementing an action plan is accurate and complete.
Discussion of the principles for effectively implementing an action plan is thorough and well-reasoned.
Discussion of the principles for effectively implementing an action plan is thorough and well-reasoned. Information provided is fully supported and rich in detail.
10.0 %
Barriers that might interfere with client implementation of the action plans, including a case example of each barrier
Discussion of the barriers that might interfere with implementation of the action plans.is not present or not discernible to the reader.
Discussion of the barriers that might interfere with implementation of the action plans is incomplete or flawed.
Discussion of the barriers that might interfere with implementation of the action plans is accurate and complete, including relevant examples illustrating the techniques provided.
Discussion of the barriers that might interfere w.
Apply RubricsConnected Health and the Digital Age of Medicine
Apply Rubrics
Connected Health and the Digital Age of Medicine
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
100.0 %Module 5 Rubric: Connected Health and the Digital Age of Medicine
10.0 %Identify at least two technology innovations to connect patients, providers, and insurers across the care continuum.
Presentation does not identify at least two technology innovations to connect patients, providers, and insurers across the care continuum.
Non applicable
Non applicable
Non applicable
Presentation identifies two technology innovations to connect patients, providers, and insurers across the care continuum.
10.0 %Describe how the technologies work to provide patients and providers with data necessary for health care decision making.
Presentation lacks a description for how the technologies work to provide patients and providers with data necessary for health care decision making.
Presentation's description for how the technologies work to provide patients and providers with data necessary for health care decision making is inadequate, lacking relevant information.
Presentation's description for how the technologies work to provide patients and providers with data necessary for health care decision making provides basic and accurate information.
Presentation's description for how the technologies work to provide patients and providers with data necessary for health care decision making is offered in an accurate manner with details.
Presentation's description for how the technologies work to provide patients and providers with data necessary for health care decision is offered in an accurate manner with details and supported with examples.
10.0 %Discuss how the real-time data encourages outcome-focused planning.
No discussion is provided for how the real-time data encourages outcome-focused planning.
Discussion for how the real-time data encourages outcome-focused planning is inadequate, lacking relevant information.
Discussion for how the real-time data encourages outcome-focused planning provides basic and accurate information.
Discussion for how the real-time data encourages outcome-focused planning is offered in an accurate manner with details.
Discussion for how the real-time data encourages outcome-focused planning is offered in an accurate manner with details and supported with examples.
10.0 %Make a prediction of the impact the technology will have on future health care delivery.
No prediction provided on the impact the technology will have on future health care delivery.
Prediction of the impact the technology will have on future health care delivery is inadequate, lacking relevant information.
Prediction to the impact the technology will have on future health care delivery offered in is general terms and supported with rationale.
Prediction to the impact the technology will have on future health care delivery offered in a specif ...
Concept Map TemplateInstructionsYou may use the template o
Concept Map Template
Instructions
You may use the template on the following page to help you complete your Evidence-Based Patient-Centered Concept Map assessment. The template has been created to mirror the formatting of the draft concept map from the Evidence-Based Patient-Centered Care media piece.
To get started, you can copy and paste the information you exported into a Microsoft Word document from the media piece.
Remember to change the title of the diamonds currently labeled “[Other]” to a title that accurately reflects the category of information in the diamond.
Remember to insert APA style, in-text citations where appropriate.
Add additional items and connections as appropriate to fully develop your concept map.
You are not required to use this template. You may use a different template or tool.
If you encounter accessibility issues while working with this template, please contact your instructor for assistance and possible alternatives.
Most Urgent Nursing Diagnosis
Nursing Diagnosis 2
Nursing Diagnosis 3
Patient Info
Treatment
[Other]
Outcomes
Treatment
[Other]
Outcomes
Treatment
[Other]
Outcomes
1
2
Rubic_Print_FormatCourse CodeClass CodeAssignment TitleTotal PointsHLT-308VHLT-308V-O500Educational Program on Risk Management Part Two - Slide Presentation200.0CriteriaPercentage1: Unsatisfactory (0.00%)2: Less Than Satisfactory (65.00%)3: Satisfactory (75.00%)4: Good (85.00%)5: Excellent (100.00%)CommentsPoints Earned% Scaling100.0%Introduction10.0%Introduction slides are not included.Introduction slides are present, but the information provided is incomplete, inaccurate, or otherwise deficient.Introduction slides provide minimal detail or support.Introduction slides provide appropriate support as to why greater attention to this risk management strategy is needed.Introduction slides are informative and thorough in explaining why increased attention to the proposed risk management strategy is needed. Specific examples are provided where appropriate.Rationale10.0%Rationale slides are not included.Rationale slides are present, but the information provided is incomplete, inaccurate, or otherwise deficient.Rationale slides provide minimal detail or support.Rationale slides provide appropriate support as to how the proposed risk management strategy is lacking in the selected plan and how its implementation will better meet compliance standards.Rationale slides are informative and thorough in explaining why the proposed risk management strategy is lacking in the selected plan. Specific examples are provided as to how its implementation will better meet compliance standards.Support10.0%Support data slides are not included.Support data slides are present, but the information provided is incomplete, inaccurate, or otherwise deficient.Support data slides provide minimal detail or support.Support data slides provide an appropriate explanation of how the data indicate a need for the propose ...
Implementation of the IOM Future of Nursing Report 1Unsatisf.docx
Implementation of the IOM Future of Nursing Report
1
Unsatisfactory
0.00%
2
Less than Satisfactory
75.00%
3
Satisfactory
79.00%
4
Good
89.00%
5
Excellent
100.00%
80.0 %Content
5.0 %Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Any specific references should be cited.
Did not attempt to provide a summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health, or failed to cite specific references to the IOM report.
Provided a skeletal summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. Some of the specific references to the IOM report were cited or were done incorrectly.
Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.
Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.
Provided an original summary of the key messages of the IOM report, Future of Nursing: Leading Change, Advancing Health. References specific to the IOM report were properly cited.
15.0 %Identify the role of the Robert Wood Johnson Foundation Initiative and the American Association of Retired Persons on the Future of Nursing Campaign for Action and the State Based Action Coalitions
Does not demonstrate knowledge of role. Fails to identify the impact of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.
Demonstrates minimal knowledge of subject. Does not adequately visualize or justify the work of the Committee of the Robert Wood Johnson Foundation Initiative on the Future of Nursing.
Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the committee's initiative.
Demonstrates good knowledge of the subject. Correctly describes the committee's initiative. Justifies some of the impacts on the Future of Nursing.
Demonstrates a full and deep knowledge of subject. Develops and explains an informed position on the committee's initiative, integrates and justifies the impact on the Future of Nursing
15.0 %Identify the importance of the IOM FON report related to the nursing workforce
Does not demonstrate knowledge of the concept or its role. Fails to identify the importance of the IOM FON report related to the nursing workforce.
Demonstrates minimal knowledge of the subject. Does not adequately visualize or justify the importance of the IOM FON report related to the nursing workforce.
Demonstrates a moderate knowledge of the subject. Recognizes the basic ideas. Misinterprets evidence on the importance of the IOM FON report related to the nursing workforce.
Demonstrates good knowledge of the subject. Correctly describes importance of the IOM FON report related to the nursing workforce.
Demonstrates a full and deep knowledge of the subject. Develops and explains the importance o.
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docx
Benchmark - Evidence-Based Practice Project—Paper on Diabetes
1
Unsatisfactory 0-71%
0.00%
2
Less Than Satisfactory 72-75%
75.00%
3
Satisfactory 76-79%
79.00%
4
Good 80-89%
89.00%
5
Excellent 90-100%
100.00%
80.0 %Content
30.0 %Research or Evidence-Based Article Identified. Article Focuses on a Specific Diabetic Intervention or New Diagnostic Tool.
Research or evidence-based article not identified.
Research or evidence-based article identified but does not address a specific diabetic intervention or diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in general.
Research or evidence-based article identified that focuses on a specific diabetic intervention and a diagnostic tool.
Research or evidence-based article identified that focuses on a specific diabetic intervention or diagnostic tool in a comprehensive manner, allowing all criteria of assignment to be fully addressed.
50.0 %Summary of Article Includes the Following Content: Discussion of Research Performed Clinical Findings, and Significance to Nursing Practice.
Content is incomplete or omits most of the requirements stated in the assignment criteria. Does not demonstrate an understanding of the basic principles. Does not demonstrate critical thinking and analysis of the overall program subject.
Content is incomplete or omits some requirements stated in the assignment criteria. Demonstrates shallow understanding of the basic principles only a surface level of evaluation is offered, methods are described but flawed or unrealistic and strategies are discussed, but incomplete.
Content is complete, but somewhat inaccurate and/or irrelevant. Demonstrates adequate understanding of the basic principles. Reasonable but limited inferences and conclusions are drawn but lack development. Supporting research is inadequate in relevance, quality, and/or currentness.
Content is comprehensive and accurate, and definitions are clearly stated. Sections form a cohesive logical and justified whole. Shows careful planning and attention to details and illuminates relationships. Research is adequate, current, and relevant, and addresses all of the issues stated in the assignment criteria.
Content is comprehensive. Presents ideas and information beyond that presented through the course, and substantiates their validity through solid, academic research where appropriate. Research is thorough, current, and relevant, and addresses all of the issues stated in assignment criteria. Final paper exhibits the process of creative thinking and development of proposal. Applies framework of knowledge, practice and sound research. Shows careful planning and attention to how disparate elements fit together.
15.0 %Organization and Effectiveness
5.0 %Thesis Development and Purpose
Paper lacks any discernible overall purpose or organizing claim.
Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
Thesis an.
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Classroom and safety management plans template part 1 cl
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Rubic print format_course codeclass codeassignment titletotal point
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RubricsTop of FormCLC - Health Care Literacy Presentation .docx
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Benchmark Assignment - Spiritual Needs Assessment and Reflection .docx
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Due Date Thursday at 1159 pm of Unit 8 Points 100 .docx
Rubic_Print_FormatCourse CodeClass CodeNRS-440VNNRS-440VN-OL191Imp.docx
Rubic_Print_FormatCourse CodeClass CodeNRS-440VNNRS-440VN-OL191Imp.docx
Component Proficient (2 points)Competent (1 points)Novic.docx
Component Proficient (2 points)Competent (1 points)Novic.docx
Top of FormImplementation of the IOM Future of Nursing Report .docx
Top of FormImplementation of the IOM Future of Nursing Report .docx
Top of FormStrategic Plan Part 1 Overview 1Unsatisfactor.docx
Top of FormStrategic Plan Part 1 Overview 1Unsatisfactor.docx
DetailsIf counseling is all talk and no action it is not effe.docx
DetailsIf counseling is all talk and no action it is not effe.docx
Apply RubricsConnected Health and the Digital Age of Medicine
Apply RubricsConnected Health and the Digital Age of Medicine
Concept Map TemplateInstructionsYou may use the template o
Concept Map TemplateInstructionsYou may use the template o
Implementation of the IOM Future of Nursing Report 1Unsatisf.docx
Implementation of the IOM Future of Nursing Report 1Unsatisf.docx
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docx
Benchmark - Evidence-Based Practice Project—Paper on Diabetes .docx
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A corporation's distribution of additional shares of its own stock to its stockholders without the receipt of any payment in return is called a: (Points : 2)
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1. Like the modernists, postmodern writers focused on subjective e.docx
1. Like the modernists, postmodern writers focused on subjective experience rather than objective cultural norms. (1 point)
expressing or dealing with facts or conditions as perceived without distortion by personal feelings, prejudices, or interpretations
characteristic of or belonging to reality as perceived rather than as independent of mind
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Read the following paragraph and answer questions 5–8.
Scientists report (1) that creatures living in the deep sea are in danger of starving to death. Millions of undiscovered species live, in the deep sea. Creatures in the seabed are suffering from growing food shortages. Which may be a result of rising sea temperatures. Scientists believe that some species will die out, those that can survive on a low food supply will continue living. Not much is known about the creatures that live in the deep sea, not much is known about the changes in their diets. Scientists estimate that up to 10 million species live in the depths of the sea. Most animals of the deep rely on food chains that begin. In the lighted realms of the sea. Microscopic plants called phytoplankton. Capture the sun and start the food cycle. (2) Wherever there are animal droppings, there is a constant rain of organic matter (3) that feeds the bottom dwellers.
5. The underlined part of sentence 1 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
6. The underlined part of sentence 2 is what kind of clause? (1 point)
adverbial clause
adjectival clause
noun clause
7. The underlined part of sentence 3 is what kind of clause? (1 point)
adverbial clause
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noun clause
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Respond in 3–5 complete sentences. (5 pts)
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True or False
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true
false
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true
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case.
In the presidential election of 1800, Thomas Jefferson defeated the incumbent president, John Adams, a Federalist. Before John Adams left office, he appointed judges and justices of the peace for the District of Columbia who also were Federalists. All of the appointments for the new judges and justices of the peace were approved in a mass Senate hearing. However, four of the justices of the peace did not receive their commissions before John Adams’ presidency was over. One of these justices of the peace, William Marbury, petitioned the Supreme Court to force James Madison, the new Secretary of State under Jefferson, to deliver his commission. Marbury cited the Judiciary Act of 1789 which gave the Supreme Court the power to take such an action. In the end, Chief Justice John Marshall of the Supreme Court declared that the Judiciary Act of 1789 was unconstitutional and then denied Marbury’s petition.
This decision was the first time in history that the Supreme Court deemed a legislative act to be unconstitutional. As a direct result of the case, the concept of judicial review was established and the checks and balances of the U.S. Government were further defined.
2-a brief explanation of the Supreme Court’s role in policy making. Then describe two strengths and two limitations of the Supreme Court’s role in policy making.
Role of the Supreme Court in Policy Making
While the U.S. Supreme Court is extremely powerful, theoretically, it is not able to create law or public policy in the way that Congress or the President does. However, the Supreme Court is able to review public policies or laws that are disputed and determine their constitutionality. Supreme Court justices must determine which cases or disputes to hear and then determine if the laws or policies in such cases are constitutional. If they rule that the laws or policies are unconstitutional, they make recommendations about how the laws or policies should be changed or adapted. In this way, the Supreme Court engages in policy making.
To prepare for this Discussion:
Review the Preface and Introduction in the course text,
Landmark Supreme Court Cases: The Most Influential Decisions of the Supreme Court of the United States.
Consider the history of the Supreme Court a.
1-Discuss research that supports the hypothesis that a person’s ac.docx
1-Discuss research that supports the hypothesis that a person’s action in the environment affects depth perception.
2-Name and discuss two characteristics of optic flow.
3-What is optic ataxia? Describe the method, results, and implications of the research by Schindler on optic ataxia patients
4-Contrast the three types of dichromatism, in regard to rates, neutral points, color experience, and proposed physiological cause.
5-Name, define, and give an example (in words) of six pictorial depth cues.
Due Sunday by 5PM
.
1-Imagine you are a historian, and the only existing sources of evid.docx
1-Imagine you are a historian, and the only existing sources of evidence
regarding the conquest are documents from Indigenous sources. What can we
conclude by analyzing the Florentine Codex, the Annals of Tlatelolco, as well
as the excerpts from Oaxaca and Yucatan that best describes the conquest
from the perspective of the Indigenous population?
2-In 1844, U. S. President James K. Polk ran on a Democratic platform that
supported manifest destiny. Manifest Destiny is the idea that Americans were
predestined to occupy the entire North American continent. The last act of
Polk's predecessor, John Tyler, had been to annex the Republic of Texas in
1845. Polk wanted to lay claim to California, New Mexico, and land near the
disputed southern border of Texas. Mexico, however, was not so eager to let
go of these territories. What ensued later is referred in the historical records as
the Mexican American War. Examine the causes that precipitated the
Mexican American War, as well as the end result of this conflict.
.
1-How does relative humidity affect the comfort of people Can you e.docx
1-How does relative humidity affect the comfort of people? Can you explain the physiological reasons for this?
2-The diurnal (daily) relationship between temperature and humidity is such that the lowest humidity should occur in the afternoon hours. It is during these times, however, when it often seems to be most humid and uncomfortable. What could be the reason for this
perceived
inconsistency?
3- When dew forms on outdoor objects, can it be assumed that the atmosphere is saturated? If so, why is there often no fog accompanying the dew?
4-
Can you think of any agents or circumstances that may cause the mixing ratio in a room to change?
.
1-1) In general, what is the effect of one party being mistaken abou.docx
1-1) In general, what is the effect of one party being mistaken about the subject matter of
a contract?
a. The mistaken party can rescind the contract.
b. Either party can rescind the contract, and the mistaken party can recover damages.
c. Neither party can rescind the contract or recover damages.
d. Either party can rescind the contract and/or recover damages.
e. Either party can rescind the contract.
2-5) In Wilson v. Western National Life Insurance Company, involving the party who lied
allegedly regarding prior drug abuse in order to obtain life insurance, what was
the holding of the court when the party later died from a drug overdose?
Unit 3 Examination
a. The life insurance company had to pay the proceeds because if the plaintiff’s medical
records had been consulted, the drug abuse would have been discovered.
b. The life insurance did not have to pay the proceeds only because the deceased’s wife
was unaware of the misrepresentation.
c. The life insurance had to pay the proceeds because the deceased’s wife actually paid
the premiums.
d. The life insurance company had to pay the proceeds because the plaintiff was not
using drugs during the time the application for insurance was made.
e. The life insurance company did not have to pay the proceeds because of the concealment
of the drug abuse.
3-8) Frank had a bicycle that he advertised for sale, honestly believing it to be a 1999
model even though it was actually a 1996 model. There were significant improvements
in the frame material, not readily apparent, made between 1996 and 1999 to
this model bicycle. The buyer believed Frank’s statement that it was a 1999 model,
and was excited to be getting a model incorporating the improvements. After discovering
that the bike was actually a 1996 model, the buyer could avoid the contract on
the basis of:
a. unilateral mistake.
b. fraud.
c. mutual mistake.
d. B and C.
e. none of the above.
Unit 3 Examination
Business Law
4-9) The owner of a gym tells Ruppert that if he joins the gym for a year and hires a personal
trainer, his body will be more attractive to women and his life will change forever.
Ruppert joins and hires a personal trainer, but otherwise his life remains the
same. The statements of the gym owner could be described as:
a. statements of fact.
b. statements of opinions.
c. predictions about the future.
d. both B and C.
e. A, B and C.
5-10) Which of the following is the false statement?
a. A legal right arising from a breach of contract may be assigned.
b. The same right can be assigned more than once.
c. You must get everyone’s consent to make a novation.
d. Purely mechanical duties are not delegable.
e. There is a guarantor in a delegation.
6-11) When there has been an assignment of rights under a contract, who has a duty to
notify the obligor of the assignment?
a. The assignor.
b. The assignee.
c. Both the assignor and the assignee.
d. Neither the assignor nor the assi.
1- How did the United States become involved in the politics of Sout.docx
1- How did the United States become involved in the politics of Southeast Asia? Describe two key decisions that escalated American involvement and determine their impact. How did a lack of political clarity in declaring the war’s objectives affect the military’s ability to fight?
2-
• Describe how students mobilized to protest in the 1960s. Why did student activism become so visible at this time?
200 words minimum.
.
1- I need someone who read the book (V for Vendetta) and saw the mov.docx
1- I need someone who read the book (V for Vendetta) and saw the movie V.
2- The essay will be about the difference between Evey in the book and Evey in the movie.
3- The thesis will be
( Evey has big part in the story of V, but there is a big different in her character between the movie and the book ).
.
1- Define arbitration.2- Who is responsible for paying an arbitr.docx
1- Define arbitration.
2- Who is responsible for paying an arbitrator’s fee?
3- When are punitive damages awarded?
4- What is the best for business necessity?
5- Do entities today use "constructive discharge" as a way to get rid of people so that they do not have to adhere to the WARN act?
.
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