ENG 520 Final Project Milestone One Guidelines and Rubric .docx

ENG 520 Final Project Milestone One Guidelines and Rubric
Overview: In this first milestone, you will submit a paper that
discusses the story ideas you are interested in writing, along
with any potential themes you may
cover along the way.
In The Art of Fiction, John Gardner suggests that the ways
writers work out plots can be broken down into a trio of
methods. Gardner says, “The writer works out
plot in one of three ways: by borrowing some traditional plot or
action from real life (the method of the Greek tragedians,
Shakespeare, Dostoevsky, and many
other writers, ancient and modern); by working his way back
from his story climax; or by groping his way forward from an
initial situation” (56–57).
The purpose of this milestone is to discuss what you will write
about and how. What you compose here should be thought of as
being written in “pencil,” and
will become sharper as you study storytelling elements in the
course. During your brainstorming process, consider the
following questions: Do you have a
particular character in mind? If so, imagine the different
scenarios that might test his or her will, or change him or her
fundamentally. Do you know that you
would like to write about a specific event, such as a battle
during a particular hero’s quest in a dystopian world? Two
characters finding love? An earthquake?
What subjects or themes are you drawn to reading, and how

would you implement them in your writing?
As such, you might wish to work from a single point of conflict,
or an inciting incident, and see where the story will lead you. In
this instance, you will move your
way forward, as Gardner suggests. Or, if you see similarities
between your story and a classic work, you might choose to
model your work after the works of the
masters. This has been the mark of success for many modern
films and novels. Finally, if you have no beginning but you
have a climax planned that will floor your
audience, then you can work backward to see how your
characters may have come to that particular point in time, and
look forward to see how it might affect
your characters.
Work Cited
Gardner, John. The Art of Fiction: Notes on Craft for Young
Writers. Vintage Books. New York: Vintage, 1991. Print.
Prompt: The following critical elements must be addressed in
your milestone:
● Story Stats: In this section, you will develop a working title,
genre, and point of view and define the structure and form for
your story. In your opening
paragraph, specify a working title, genre, and point of view for
your story. Next, define its structure and form. Is this a novel, a
short story, a screenplay
or play, a personal essay, a narrative poem, or something else?
Will you use chapters or any particular formats? Remember that
as you progress through
the course, this can change.

● Plot Points: Explain the plot of your story and offer examples
of scenes or main events. To address the plot points of the
story, write two to three
paragraphs brainstorming your plot, where you explain what
you generally want the story to be about. What incites the plot
of your story, or how does it
climax or resolve itself? Offer three to five examples of scenes
or main events you will include in your story. How might this
fit into a three-act plot
structure, identified in How and Why Dramatica Is Different
From Six Other Story Paradigms and other course resources?
● Writing Techniques: Discuss how writing techniques such as
flashbacks, narrative profluence, rising tension, and reversals
might be used in your story.
How much time do you envision your story will cover? A week?
A year? A thousand years?
http://dramatica.com/articles/how-and-why-dramatica-is-
different-from-six-other-story-paradigms
● Theme: Describe the theme and meaning of your story. Once
you have established as much of your plot as you can, discuss
what theme(s) you would
like to present in your story. What kind of meaning do you want
your reader to take away from it? How do the scenes or plot
points you mentioned help
portray this theme? This section should be two to three
paragraphs.
● Characters: Identify the characters of story, paying attention
to their goal, traits, and changes they might undergo. Write one

to two paragraphs that
briefly depict the character(s) you imagine traveling through
these scenes or this plot. Identify a protagonist and/or an
antagonist, a potential narrator
(who could also be the protagonist/antagonist), and what these
characters’ goals in the story might be. Can you think of any
character traits that would
symbolize the themes you are developing? Next, explain how
these characters will undergo change throughout your story.
What points in the plot affect
your characters physically, emotionally, or both?
Rubric
Guidelines for Submission: Your submission should be divided
into five subheadings: Story Stats, Plot, Writing Techniques,
Theme, and Characters. The entire
submission should be a 3- to 5-page Microsoft Word document
with double spacing, 12-point Times New Roman font, one-inch
margins. Any outside references
should be cited using MLA format.
Critical Elements Proficient (100%) Needs Improvement (75%)
Not Evident (0%) Value
Story Stats Develops a working title, genre, and
point-of-view and defines the structure
and form for the story
Develops a working title, genre, and point
of view and defines the structure and
form for the story, but development is
unclear, lacks details, or is ill-defined
Does not develop a working title, genre,
and point of view and define the

structure and form for the story
18
Plot Points Explains the plot of the story and offers
examples of scenes or main events
Explains the plot of the story and offers
examples of scenes or main events, but
does not offer examples
Does not explain the plot of the story and
offers examples of scenes or main events
18
Writing
Techniques
Discusses how writing techniques such as
flashbacks, narrative profluence, rising
tension, and reversals might be used in
the story
Discusses how writing techniques such as
flashbacks, narrative profluence, rising
tension, and reversals might be used in
the story, but discussion is unclear or
lacks details
Does not discuss how writing techniques
such as flashbacks, narrative profluence,
rising tension, and reversals might be
used in the story
18

Theme Describes the theme and meaning of the
story
Describes the theme and meaning of the
story, but consideration is unclear or lacks
details
Does not describe the theme and
meaning of the story
18
Characters Identifies the characters of story with
attention to their goal, traits, and changes
they might undergo
Identifies the characters of story with
attention to their goal, traits, and changes
they might undergo, but identification is
unclear or lacks details
Does not identify the characters of story
with attention to their goal, traits, and
changes they might undergo
18
Articulation of
Response
Submission has no major errors related to
citations, grammar, spelling, syntax, or
organization
Submission has major errors related to

organization that negatively impact
readability and articulation of main ideas
Submission has critical errors related to
organization that prevent understanding
of ideas
10
Total 100%
SYLLABUSCOURSE NUMBER: NUR 4636 DL-EL
COURSE TITLE: Community Nursing
COURSE CREDITS: 4 credits
PREREQUISITES: See student handbook
INSTRUCTOR: Eddie Cruz, RN MSN
INSTRUCTOR’S EMAIL: [email protected]
1. Text and materials:
Nies, Mary A., McEwen, Melanie (2015). Community/Public
Health Nursing. Promoting the Health of the Populations. (6th
ed).
ISBN: 978-0323-18819-7
Publication Manual American Psychological Association (APA)
(6th ed.).
2009 ISBN: 978-1-4338-0561-5
2. Course description: This course focuses on the nursing skills

for managing the care of diverse communities, groups, and
populations in a multicultural environment. The course involves
the analysis of current knowledge and practice to illness
prevention, health promotion, health restoration, community
education, and empowerment.
3. Learning outcomes:
· The students will be able to recognize the different level of
prevention and apply them in the community setting (ACCN
Essential I, II, IV, V, VII; QSEN: safety, evidence-based
practice, teamwork and collaboration, quality improvement,
informatics, and patient-centered care).
· This course will enable the student to place in practice
methods of health prevention, promotion and restoration in the
communities (ACCN
practice, and teamwork and collaboration, quality improvement,
informatics, and patient.
· The students will be able to educate the communities about the
different
ways to prevent illness and promote health (ACCN Essential I,
II, IV, V,
VII; QSEN: safety, evidence-based practice, teamwork, and
collaboration,
quality improvement, informatics, and patient-centered care).
· The student will understand the different tools available to put
in place
and in the hands of the communities in order to keep them
healthy
(ACCN Essential I, II, IV, V, VII; QSEN: safety, evidence-
based practice,
teamwork and collaboration, quality improvement, informatics,

and patient-centered care).
4. Course Objectives: Upon completion of this course, the
student will be able to:
· Analyze antecedent knowledge in assessing psychosocial,
developmental, cultural, and spiritual adaptive dimensions that
impact individuals, families, and communities as a client who is
experiencing potential and actual environmental stressors.
· Apply the nursing process to assist the individuals, families,
and communities as a client in adapting to potential and actual
environmental stressors in health promotion, maintenance,
restoration, rehabilitation and/or assist the client to face death
with dignity.
· Apply selected nursing theories and theories from other
disciplines as a base for nursing practice in the care of the
individuals, families, and communities as the client
experiencing potential and actual environmental stressors.
· Utilize research findings to formulate nursing approaches and
decisions to potential and actual environmental stressors that
impact on individuals, families, and communities as a client.
· Collaborate with clients and other health professionals in an
interdependent or independent role in the context of direct care
provider, teacher-learner, client advocate, change agent, leader,
and research consumer.
· Utilize knowledge of social, economic, political, legal forces
and ethical considerations impacting on the care of individuals,
families, and communities as client experiencing environmental
stressors.
5. Course Requirements: See College Catalogue
6. Library Assignments: [see the course outline]
7. The clinical component of this course is embedded in this
syllabus.

7. Course Outline:
Date
Module/Topic
Assignment
Assignment/Tests
WEEK 1
Health: A Community View
Historical Factors: Community Health Nursing in Context
Community Assessment
Read Chapter 1,2 & 6
Discussion: post and discuss by Sunday 11:59 pm*
Introduction and first assignment (Due Sunday day at 11:59 pm)
Community Health Assessment (See assignment tab)
WEEK 2
Epidemiology of Health and Illness.
Community Health Planning, Implementation and evaluation
Read Chapter 5, 7 & 8
Test for week 1 Due Sunday at 11:59 PM
Epidemiology Assignment
(See Assignment Tab)
WEEK 3
Politics and The Law.
The Health Care System. Economics of Health Care.
Read Chapter 10, 11 & 12

Community Health Assessment Due
WEEK 4
Health Promotion and Wellness. Cultural Diversity.
Environmental Health
Read Chapter 4,13 & 14
Test week 3 Due Sunday at 11:59 PM
WEEK 5
Communicable Disease and infectious disease.
Read Chapter 25
Epidemiology Assignment due
WEEK 6
Substance Abuse as a Community Health Problem.
Violence and Nursing’s Response.
Read Chapter 26 & 27
Infectious Disease Assignment (See Assignment Tab
WEEK 7
Homeless Population.
Disaster in the Community.
.
Read Chapters 22 & 28
WEEK 8

Population Affected by Disabilities.
Rural and Migrant Health
Read Chapter 21 & 23
Discussion: post and discuss by Sunday 11:59 pm *
Test week 7 and midterm test combined due Sunday at 11:59
PM
Infectious Disease Assignment Due
WEEK 9
Family Health
Case Management
Family Assessment (See Assignment Tab)
WEEK 10
Health in the Global Community.
Women’s Health
*Test week 9 Due Sunday at 11:59 PM
Course Reflection Assignment (See assignment tab)
WEEK 11
Men’s Health
Read Chapter 18
Family Assessment Due
WEEK 12
Child and Adolescent Health
Read Chapter 16

WEEK 13
Senior Health
Read Chapter 19
WEEK 14
Psychiatric Care and Mental Health in the Community
Read Chapter 24
*Test week13 Due Sunday at 11:59 PM
WEEK 15
School Health.
Occupational Health.
Unit 7
WEEK 16
Final Week
Final Week
Final Week **
Final test
· * Please see DQ participation guidelines below for specifics

due dates.
· When the week class covers only 1 chapter the test will be
combined with the following week.
· Initial DQ response due by Wednesday at 11:59 p.m. in the
discussion tab of the blackboard and in SafeAssign exercise in
the assignment tab of the discussion board (mandatory), EST of
pertaining week. Peer replies and test are due by Sunday at
11:59 p.m., EST
All paper submitted must be in APA format according to the
Publication Manual American Psychological Association (APA)
(6th ed.).
2009 ISBN: 978-1-4338-0561-5
This course will use a variety of learning experiences to attain
the course objectives, including but not limited to lecture,
online discussion, case study, assessment strategies, group and
or individual exercises, team and individual presentation, and
learning games.
Discussion Question (DQ) Participation Guidelines
Students must post a minimum of three times in each graded
discussion. The three posts in each individual discussion must
be on separate days, the initial answer and two responses to
peers. The student must provide an initial answer to the graded
discussion posted by the course instructor, by Wednesday, 11:59
p.m. EST, of each week. The replies posted must included the

name of the person you are replying.
If the student does not provide an answer to each graded
discussion topic (not a response to a student peer) before the
Wednesday deadline, an automatic “0” will be issued for that
week’s DQ. Subsequent posts, including essential responses to
peers, must occur by the Sunday deadline, 11:59 p.m. EST of
each week and each reply must be posted in different dates.
Replies posted the same day will be graded it as Zero (0).
*Credit for peer responses will be issued via the DQ rubric if
peer responses are made without an initial DQ response.
NOTE: To receive credit for a week's discussion, students may
begin posting no earlier than the Monday at 12:01 a.m. EST.
Unless otherwise specified, access to most weeks begins on
Monday at 12:01 a.m. EST.
Discussion Question (DQ) Submission Guidelines
Students must submit their initial, weekly DQ post in two
separate areas. First, the student will submit their initial
response via that week’s assignment link provided in the
SafeAssign exercise under the assignments tab as a Microsoft
Word document. Once this is done, the student will then copy
and paste their answer onto that week’s DQ thread under the
Discussions tab. Thereafter, all discussions and peers’ replies
will be conducted via the DQ board. Failure to submit your
initial DQ response to BOTH the assignments tab and the DQ
thread will result in a “0” for that week’s DQ.

Note: All DQ submissions will be monitored for plagiarism.
You are required to post at least 3 times each week on different
dates (until Sunday @ 11:59 PM) with the proper evidence-
based references. Postings are graded together with the
assignment and/or activity for that week. The total of the
assignment or every discussion question is 15 points (10 points
for the assignment and 2.5 points for the replies, SafeAssign
exercise does not have any point value but it is mandatory by
the nursing/distance learning department. Your discussion
questions assignment must include at least 800 words (excepts
special assignments and not counting the first and reference
page) with a minimum of 3 evidence-based references,
excluding the class textbook and a non-reliable website such as
Wikipedia. All references must be quoted properly according to
the APA guidelines (please review chapter 6 of the APA
Manual).
All assignments will be graded using a rubric. Grammar is a
vital part of the grading criteria for every assignment. As a
BSN student close to graduation it is imperative that you
present your assignments in an acceptable college level.
I recommend you download the following app on your

computer;
www.grammarly.com
Grammarly is free and “makes sure everything you type is easy
to read, effective, and mistake free”. Grammar/spelling will be
part of the grading system.
Students are also required to know the expectations or
“etiquette” that pertains to the discussion board. Students who
abuse this forum by making harassing, inappropriate or abusive
statements will be removed and receive a zero (0). Remember,
your participation is essential to connecting with other students
and developing an online learning community. Further, often it
is the deciding factor between receiving a higher or lower grade
at the end of the term.
Assignments: Specific assignments and their due week are listed
in this syllabus. Grading criteria are decided by the class
instructor and the assignment rubric. You are accountable for
both individual assignments and for providing a significant
contribution to your learning team's collaborative assignments
(if any). Your course grade includes scores from both your
individual and group assignments. You are also responsible for
completing all
assignments including readings, written papers, presentations,
and class discussions. You will be graded on the achievement of
the objectives, not on the effort you put into your assignments.
All online discussions, written assignments and documentation
of others' ideas and words in presentations must be in an APA
6th edition format with at least 3 evidence-based practice
references no older than 5 years. Class textbook and websites
can be used but will not be counted as a reference for grading
purposes. All assignments and replies must be presented in an
Arial 12 font.

You have one opportunity to complete each assignment. Papers
cannot be rewritten, and presentations cannot be re-given to
obtain a higher grade.
Late Assignments: Due dates are established for reasons of
equity. It is not fair to peers who complete assignments on time
if other classmates have extra time to work on their
assignments. It is also not fair to the professor who must grade
assignments in a timely fashion. Therefore, 5% of the
assignment points (i.e., 1 out of 20, 1.25 out of 25, 2 out of 40)
will be deducted each day for late submissions.
9. Class Policies: All students are responsible for reviewing the
School Catalog.
https://www.fnu.edu/wpcontent/uploads/2019/08/5fnucatalogver
xxx August232019.pdf
POLICIES
http://www.fnc.edu/publications/Cataloggeneral.pdf
STUDENT CODE OF ETHICS
Cheating or plagiarism is dishonest, undermines the necessary
trust upon which relations between students and faculty are
based, and it is unacceptable to conduct. Students who engage
in cheating or plagiarism will be subject to academic sanctions,
including a lowered or failing grade in a course; and the
possibility of an additional administrative sanction, including
probation, suspension, or expulsion.
Cheating is the act of obtaining or attempting to obtain credit
for academic work by using dishonest means. Cheating at FNU

includes but is not limited to: Copying, in part or whole from
another's examination, paper, mathematical analysis, research or
creative project, or the like; Submitting as one's own work an
examination, paper, mathematical analysis, research or creative
project, or the like which has been purchased, borrowed, or
stolen; or fabricating data; Consulting notes, sources, or
materials not specifically authorized by the instructor during an
examination; Employing a surrogate to take an examination,
write a paper, do mathematical analysis, or complete, in part or
wholly, an evaluation instrument; Aiding or abetting any act
that a reasonable person would conclude, when informed of the
evidence, to be a dishonest means of obtaining or attempting to
obtain credit for academic work; and committing any act that a
reasonable person would conclude, when informed of the
evidence, to be a dishonest means of obtaining or attempting to
obtain credit for academic work.
Plagiarism is the act of obtaining or attempting to obtain credit
for academic work by representing the work of another as one's
own without the necessary and appropriate acknowledgment.
More specifically, plagiarism is: The act of incorporating the
ideas, words of sentences, paragraphs, or parts thereof without
appropriate acknowledgment and representing the product as
one's own work; and the act of representing another's
intellectual work such as musical composition, computer
program, photographs, painting, drawing, sculpture, or research
or the like as one's own. If a student is in doubt about the nature
of plagiarism, he/she should discuss the matter with the course
instructor.
The instructor has a way to verify if the student is committing
plagiarism. If an act of plagiarism is suspected and or
suspected by the class instructor, the following actions will be
taken;
-1st time – The student will receive a written advice

(warning) by the professor that must signed by the student and
forward to the BSN academic advisors.
-2nd time – The student will receive a written advice
(dismissal) that must be signed by the student and forward to
the BSN academic advisors and the student will received “WF”.
The Nursing Program Director, Distance Learning Director and
Registrar will be notified and the “WF” will be placed in the
student academic record by the Registrar or designee and
Distance Learning Director or designee will removed the
student from the course.
Here are some details about plagiarism;
15-20% is considered low and acceptable. Anything over 20%
required the instructor to view the report to ensure that proper
citation techniques have been applied to justify the similarity,
according to APA.
This is from Blackboard:
· Low: Scores below 15 percent: These papers typically include
some quotes and few common phrases or blocks of text that
match other documents. Typically, these papers don't require
further analysis as there is no evidence of plagiarism.
· Medium: Scores between 15 percent and 40 percent: These
papers include extensive quoted or paraphrased material, or they
include plagiarism. Review these papers to determine if the
matching text is properly referenced.
· High: Scores over 40 percent: A very high probability exists
that the text in these papers was copied from other sources.

These papers include quoted or paraphrased text in excess, and
need to be reviewed for plagiarism (Dr. O. Viera 2019)
Theft - Copying computer programs owned, leased, or rented by
the College for use by the student in his or her course of studies
is considered theft and will be dealt with according to the laws
covering such actions and to the College norms for disciplinary
actions. In cases like these, the Campus Dean will convene a
Hearing Committee which will hear, investigate and render a
report to the Campus Dean. This Committee will be composed
of three members from the faculty or staff. According to the
findings, the Campus Dean has the choice to decide. If this
decision is not acceptable to those involved, a petition to the
Dean to appoint an Honor Court must be signed by at least three
people. The Honor Court procedure is explained in the Student
Handbook.
Religious Holidays
Religious holidays are an excused absence, but not beyond the
day for the holiday itself. Students should make their requests
known at the beginning of the semester and arrangements must
be made with the faculty member for missed work.
Students with Disabilities
Students with disabilities who may need special
accommodations must register with the Office of Disability
Services. In addition, students must contact the instructor so
that arrangements can be made to accommodate their needs.
10. Course Competencies: [This section will list the skills the
student is expected to acquire via this course].
11. Grading Criteria:

Tests, discussions, papers and presentations, written
examination, class participation (at least three replies to your
peer’s discussion questions).
Weekly assignments, discussion, and presentation
40%
Tests (11 tests including the midterm and final--better
scores will count)
30%
Special assignments
20%
Course Reflection Assignment
10%
Total
100%
12. Grading System:
93-100
A
85-92
B
80-84
C passing grade
0-79
F
FNU is committed to offering accessible courses to all students,
in full compliance with the Americans with Disabilities Act
(ADA) Amendments Act of

2008 (ADAAA), Titles I and II of the ADA of 1990, and
Sections 503 & 504 of the Rehabilitation Act of 1973. If you
require special accommodations, you
have the right to receive services including but not limited to
customized assessments, individualized tutorial services, and
other accommodations provided
to you by faculty and staff.
Please do not hesitate to contact our Student Services Office or
the Distance Learning department if you require any special
accommodations.
Revised December 2019
Florida National University
NUR4636
Course Reflection
GuidelinesPurpose
The purpose of this assignment is to provide the student an
opportunity to reflect on selected RN-BSN competencies
acquired through the NUR4636 course. Course Outcomes
This assignment provides documentation of student ability to
meet the following course outcomes:
· The students will be able to recognize the different level of
prevention and apply them in the community (ACCN Essential
I, II, IV, V, VII; QSEN: safety, evidence-based practice,
teamwork and collaboration, quality improvement, informatics,
and patient-centered care).
· This course will enable the student to place in practice
methods of health prevention, promotion and restoration in the
communities (ACCN Essential I, II, IV, V, VII; QSEN: safety,
evidence-based practice, and teamwork and collaboration,
quality improvement, informatics, and patient.
· The students will be able to educate the communities about the
different ways to prevent illness and promote health (ACCN
practice, teamwork, and collaboration, quality improvement,

informatics, and patient-centered care).
· The student will understand the different tools available to put
in place and in the hands of the communities in order to keep
them healthy (ACCN Essential I, II, IV, V, VII; QSEN: safety,
evidence-based practice, teamwork and collaboration, quality
improvement, informatics, and patient-centered care).
Points
This assignment is worth a total of 100 points (10%).
Due Date
Submit your completed assignment under the Assignment tab by
Sunday 11:59 p.m. EST of Week 15 as directed.Requirements
1. The Course Reflection is worth 100 points (10%) and will be
graded on quality of self-assessment, use of citations, use of
Standard English grammar, sentence structure, and overall
organization based on the required components as summarized
in the directions and grading criteria/rubric.
2. Follow the directions and grading criteria closely. Any
questions about your essay may be posted under the Q & A
forum under the Discussions tab.
3. The length of the reflection is to be within three to six pages
excluding title page and reference pages.
4. APA format is required with both a title page and reference
page. Use the required components of the review as Level 1
headers (upper and lower case, centered):
Note: Introduction – Write an introduction but do not use
“Introduction” as a heading in accordance with the rules put
forth in the Publication manual of the American Psychological
Association (2010, p. 63).
a. Course Reflection
b. ConclusionPreparing Your Reflection
The BSN Essentials (AACN, 2008) outline a number of
healthcare policy and advocacy competencies for the BSN-
prepared nurse. Reflect on the NUR4636 course readings,
discussion threads, and applications you have completed across
this course and write a reflective essay regarding the extent to
which you feel you are now prepared to:

1. “Demonstrate basic knowledge of healthcare policy, finance,
and regulatory environments, including local, state, national,
and global healthcare trends.
2. Describe how health care is organized and financed,
including the implications of business principles, such as
patient and system cost factors.
3. Compare the benefits and limitations of the major forms of
reimbursement on the delivery of healthcare services.
4. Examine legislative and regulatory processes relevant to
the provision of health care.
5. Describe state and national statutes, rules, and regulations
that authorize and define professional nursing practice.
6. Explore the impact of sociocultural, economic, legal,
and political factors influencing healthcare delivery
and practice.
7. Examine the roles and responsibilities of the regulatory
agencies and their effect on patient care quality, workplace
safety, and the scope of nursing and other health professionals’
practice.
8. Discuss the implications of healthcare policy on issues of
access, equity, affordability, and social justice in
healthcare delivery.
9. Use an ethical framework to evaluate the impact of social
policies on health care, especially for vulnerable populations.
10. Articulate, through a nursing perspective, issues
concerning healthcare delivery to decision makers within
healthcare organizations and other policy arenas.
11. Participate as a nursing professional in political processes
and grassroots legislative efforts to influence healthcare policy.
12. Advocate for consumers and the nursing profession.
13. Assess protective and predictive factors, including genetics,
which influence the health of individuals, families, groups,
communities, and populations.
14. Conduct a health history, including environmental
exposure and a family history that recognizes genetic risks,
to identify current and future health problems.

15. Assess health/illness beliefs, values, attitudes, and practices
of individuals, families, groups, communities, and populations.
16. Use behavioral change techniques to promote health
and manage illness.
17. Use evidence based practices to guide health teaching,
health counseling, screening, outreach,
disease and outbreak investigation, referral, and follow-
up throughout the lifespan.
18. Use information and communication technologies in
preventive care.
19. Collaborate with other healthcare professionals and patients
to provide spiritually and culturally appropriate health
promotion and disease and injury prevention interventions.
20. Assess the health, healthcare, and emergency preparedness
needs of a defined population.
21. Use clinical judgment and decision-making skills in
appropriate, timely nursing care during disaster, mass casualty,
and other emergency situations.
22. Collaborate with others to develop an intervention plan that
takes into account determinants of health, available resources,
and the range of activities that contribute to health
and the prevention of illness, injury, disability,
and premature death.
23. Participate in clinical prevention and population
focused interventions with attention to effectiveness, efficiency,
cost-effectiveness, and equity.
24. Advocate for social justice, including a commitment to
the health of vulnerable populations and the elimination of
health disparities.
25. Use evaluation results to influence the delivery of care,
deployment of resources, and to provide input into
the development of policies to promote health and prevent
disease.” (pp. 20-21, 24-25).
Reference:
American Association of Colleges of Nursing [AACN]. (2008).
The essentials of baccalaureate education for professional

nursing practice. Washington, DC: Author.Directions and
Grading Criteria
Category
Points
%
Description
(Introduction – see note under requirement #4 above)
8
8
Introduces the purpose of the reflection and addresses BSN
Essentials (AACN, 2008) pertinent to healthcare policy and
advocacy.
You Decide Reflection
80
80
Include a self-assessment regarding learning that you believe
represents your skills, knowledge, and integrative abilities to
meet the pertinent BSN Essential and sub-competencies (AACN,
2008) as a result of active learning throughout this course. Be
sure to use examples from selected readings, threaded
discussions, and/or applications to support your assertions to
address each of the following sub-competencies:
(a) “Demonstrate basic knowledge of healthcare policy, finance,
and regulatory environments, including local, state, national,
and global healthcare trends.
(b) Describe how health care is organized and financed,
including the implications of business principles, such as
patient and system cost factors.
(c) Compare the benefits and limitations of the major forms of
reimbursement on the delivery of healthcare services.
(d) Examine legislative and regulatory processes relevant to
the provision of health care.
(e) Describe state and national statutes, rules, and regulations
that authorize and define professional nursing practice.
(f) Explore the impact of sociocultural, economic, legal,
and political factors influencing healthcare delivery

and practice.
(g) Examine the roles and responsibilities of the regulatory
agencies and their effect on patient care quality, workplace
safety, and the scope of nursing and other health professionals’
practice.
(h) Discuss the implications of healthcare policy on issues of
access, equity, affordability, and social justice in
healthcare delivery.
(i) Use an ethical framework to evaluate the impact of social
policies on health care, especially for vulnerable populations.
(j) Articulate, through a nursing perspective, issues
concerning healthcare delivery to decision makers within
healthcare organizations and other policy arenas.
(k) Participate as a nursing professional in political processes
and grassroots legislative efforts to influence healthcare policy.
(l) Advocate for consumers and the nursing profession.
(m) Assess protective and predictive factors, including genetics,
which influence the health of individuals, families, groups,
communities, and populations.
(n) Conduct a health history, including environmental
exposure and a family history that recognizes genetic risks,
to identify current and future health problems.
(o) Assess health/illness beliefs, values, attitudes, and practices
of individuals, families, groups, communities, and populations.
(p) Use behavioral change techniques to promote health
and manage illness.
(q) Use evidence based practices to guide health teaching,
health counseling, screening, outreach,
disease and outbreak investigation, referral, and follow-
up throughout the lifespan.
(r) Use information and communication technologies in
preventive care.
(s) Collaborate with other healthcare professionals and patients
to provide spiritually and culturally appropriate health
promotion and disease and injury prevention interventions.
(t) Assess the health, healthcare, and emergency preparedness

needs of a defined population.
(u) Use clinical judgment and decision-making skills in
appropriate, timely nursing care during disaster, mass casualty,
and other emergency situations.
(v) Collaborate with others to develop an intervention plan that
takes into account determinants of health, available resources,
and the range of activities that contribute to health
and the prevention of illness, injury, disability,
and premature death.
(w) Participate in clinical prevention and population
focused interventions with attention to effectiveness, efficiency,
cost-effectiveness, and equity.
(x) Advocate for social justice, including a commitment to
the health of vulnerable populations and the elimination of
health disparities.
(y) Use evaluation results to influence the delivery of care,
deployment of resources, and to provide input into
the development of policies to promote health and prevent
disease.” (pp. 20-21, 24-25).
Conclusion
4
4
An effective conclusion identifies the main ideas and major
conclusions from the body of your essay. Minor details are left
out. Summarize the benefits of the pertinent BSN Essential and
sub-competencies (AACN, 2008) pertaining to scholarship for
evidence-based practice.
Clarity of writing
6
6
Use of standard English grammar and sentence structure. No
spelling errors or typographical errors. Organized around the
required components using appropriate headers. Writing should
demonstrate original thought without an over-reliance on the
works of others.
APA format

2
2
All information taken from another source, even if summarized,
must be appropriately cited in the manuscript and listed in the
references using APA (6th ed.) format:
1. Document setup
2. Title and reference pages
3. Citations in the text and references.
Total:
100
100
A quality essay will meet or exceed all of the above
requirements.Grading Rubric
Assignment Criteria
Meets Criteria
Partially Meets Criteria
Does Not Meet Criteria
(Introduction – see note under requirement #4 above)
(8 pts)
Short introduction of selected BSN sub-competencies (AACN,
2008) pertinent to scholarship for evidence-based practice.
Rationale is well presented, and purpose fully developed.
7 – 8 points
Basic understanding and/or limited use of original explanation
and/or inappropriate emphasis on an area.
5 – 6 points

Little or very general introduction of selected BSN sub-
competencies (AACN, 2008). Little to no original explanation;
inappropriate emphasis on an area.
0 – 4 points
You Decide Reflection
(80 pts)
Excellent self-assessment of skills, knowledge, and integrative
abilities pertinent to healthcare policy and advocacy. Reflection
on pertinent BSN sub-competencies (AACN, 2008) supported
with examples.
70 – 80 points
Basic self-assessment of skills, knowledge, and integrative
abilities pertinent to healthcare policy and advocacy. Reflection
on pertinent BSN sub-competencies (AACN, 2008) not
supported with examples.
59 – 69 points
Little or very general self-assessment of skills, knowledge, and
integrative abilities pertinent to healthcare policy and advocacy.

Little or no reflection on pertinent BSN sub-competencies
(AACN, 2008) or reflection not supported with examples.
0 – 58 points
Conclusion
(4 pts)
Excellent understanding of pertinent BSN sub- competencies
(AACN, 2008). Conclusions are well evidenced and fully
developed.
3 – 4 points
Basic understanding and/or limited use of original explanation
and/or inappropriate emphasis on an area.
2 points
Little understanding of pertinent BSN sub-competencies
(AACN, 2008). Little to no original explanation; inappropriate
emphasis on an area.
0 – 1 point
Clarity of writing
(6 pts)

Excellent use of standard English showing original thought with
minimal reliance on the works of others. No spelling or
grammar errors. Well organized with proper flow of meaning.
5 – 6 points
Some evidence of own expression and competent use of
language. No more than three spelling or grammar errors. Well
organized thoughts and concepts.
3 – 4 points
Language needs development or there is an over-reliance on the
works of others. Four or more spelling and/or grammar errors.
Poorly organized thoughts and concepts.
0 – 2 points
APA format
(2 pts)
APA format correct with no more than 1-2 minor errors.
2 points
3-5 errors in APA format and/or 1-2 citations are missing.
1 point
APA formatting contains multiple errors and/or several citations
are missing.
0 points
Total Points Possible = 100 points
NUR4636 Course Reflection Guidelines.docx

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