This document provides grading criteria for an executive summary assignment in an nursing course. It outlines 8 content areas that will be evaluated, including the purpose of the quality improvement initiative, target population, benefits, required collaboration, cost justification, evaluation basis, organization/format, and documentation of sources. Specific point values and quality descriptions are provided for "unsatisfactory" to "excellent" work in each criteria area. A second rubric evaluates assignments based on inclusion of required components, depth of content and analysis, quality of sources, and mechanics of writing.

1. Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsNRS-451VNNRS-451VN-O505Executive
Summary140.0CriteriaPercentageUnsatisfactory (0.00%)Less
Than Satisfactory (75.00%)Satisfactory (79.00%)Good
(89.00%)Excellent (100.00%)CommentsPoints
EarnedContent80.0%Purpose of the Quality Improvement
Initiative15.0%The purpose of the quality improvement
initiative is not provided.The purpose of the quality
improvement initiative is incomplete, missing relevant
information.The purpose of the quality improvement initiative
is provided and meets the basic criteria for the assignment as
indicated in the assignment instructions.The purpose of the
quality improvement initiative meets all criteria for the
assignment, as indicated in the assignment instructio ns, and is
provided in detail.The purpose of the quality improvement
initiative meets all criteria for the assignment, as indicated in
the assignment instructions, is provided in detail, and
demonstrates higher level thinking by incorporating prior
learning or reflective thought.Target Population or
Audience13.0%The target population or audience is not
addressed.The target population or audience is incomplete,
missing relevant information.The target population or audience
is provided and meet the basic criteria for the assignment as
indicated in the assignment instructions.The target population
or audience meets all criteria for the assignment, as indicated in
the assignment instructions, and is provided in detail.The target
population or audience meets all criteria for the assignment, as
indicated in the assignment instructions, and is provided in
detail, while demonstrating higher level thinking by
incorporating prior learning or reflective thought.Benefits of
Quality Improvement Initiative13.0%The benefits of the quality
improvement initiative are not provided.The benefits of the
quality improvement initiative are incomplete, missing relevant
information.The benefits of the quality improvement initiative

2. are provided and meet the basic criteria for the assi gnment as
indicated in the assignment instructions.The benefit of the
quality improvement initiative meets all criteria for the
assignment, as indicated in the assignment instructions, and is
provided in detail.The benefit of the quality improvement
initiative meet all criteria for the assignment, as indicated in the
assignment instructions, and is provided in detail, while
demonstrating higher level thinking by incorporating prior
learning or reflective thought.Interprofessional Collaboration
Required to Implement the Quality Improvement
Initiative13.0%The interprofessional collaboration that would
be required to implement the quality improvement initiative is
not discussed.The interprofessional collaboration that would be
required to implement the quality improvement initiative is
incomplete, missing relevant information.The interprofessional
collaboration that would be required to implement the quality
improvement is discussed and meets the basic criteria for the
assignment as indicated in the assignment instructionsThe
interprofessional collaboration that would be required to
implement the quality improvement is discussed and meets all
criteria for the assignment, as indicated in the assignment
instructions, and is provided in detail.The interprofessional
collaboration that would be required to implement the quality
improvement initiative is clearly discussed and meets all
criteria for the assignment, as indicated in the assignment
instructions, and is provided in detail, while demonstrating
higher level thinking by incorporating prior learning or
reflective thought.Cost or Budget Justification13.0%The cost or
budget justification is not provided.The cost or budget
justification is incomplete, missing relevant information.The
cost or budget justification is provided and meets the basic
criteria for the assignment as indicated in the assignment
instructions.The cost or budget justification issue meets all
criteria for the assignment, as indicated in the assignment
instructions, and is provided in detail.The cost or budget
justification issue meets all criteria for the assignment, as

3. indicated by the assignment instructions, and is provided in
detail, while demonstrating higher level thinking by
incorporating prior learning or reflective thought.Basis Upon
Which the Program or Project Will Be Evaluated13.0%The basis
upon which the quality improvement initiative will be evaluated
is not provided.The basis upon which the quality improvement
initiative will be evaluated is incomplete, missing relevant
information.The basis upon which the quality improvement
initiative will be evaluated meets the basic criteria for the
assignment as indicated in the assignment instructions.The basis
upon which the quality improvement initiative will be evaluated
is provided in detail.The basis, upon which the quality
improvement initiative will be evaluated as indicated by the
assignment instructions, is provided in detail, while
demonstrating higher level thinking by incorporating prior
learning or reflective thought.Organization, Effectiveness, and
Format20.0%Thesis Development and Purpose5.0%Paper lacks
any discernible overall purpose or organizing claim.Thesis is
insufficiently developed or vague. Purpose is not clear.Thesis is
apparent and appropriate to purpose.Thesis is clear and
forecasts the development of the paper. Thesis is descriptive
and reflective of the arguments and appropriate to the
purpose.Thesis is comprehensive and contains the essence of the
paper. Thesis statement makes the purpose of the paper
clear.Paragraph Development and Transitions5.0%Paragraphs
and transitions consistently lack unity and coherence. No
apparent connections between paragraphs are established.
Transitions are inappropriate to purpose and scope.
Organization is disjointed.Some paragraphs and transitions may
lack logical progression of ideas, unity, coherence, and/or
cohesiveness. Some degree of organization is
evident.Paragraphs are generally competent, but ideas may show
some inconsistency in organization and/or in their relationships
to each other.A logical progression of ideas between paragraphs
is apparent. Paragraphs exhibit a unity, coherence, and
cohesiveness. Topic sentences and concluding remarks are

4. appropriate to purpose.There is a sophisticated construction of
paragraphs and transitions. Ideas progress and relate to each
other. Paragraph and transition construction guide the reader.
Paragraph structure is seamless.Mechanics of Writing (includes
spelling, punctuation, grammar, language use)5.0%Surface
errors are pervasive enough that they impede communication of
meaning. Inappropriate word choice or sentence construction is
used.Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) or word
choice are present. Sentence structure is correct but not
varied.Some mechanical errors or typos are present, but they are
not overly distracting to the reader. Correct and varied sentence
structure and audience-appropriate language are employed.Prose
is largely free of mechanical errors, although a few may be
present. The writer uses a variety of effective sentence
structures and figures of speech.Writer is clearly in command of
standard, written, academic English.Paper Format (use of
appropriate style for the major and assignment)2.0%Templa te is
not used appropriately, or documentation format is rarely
followed correctly.Appropriate template is used, but some
elements are missing or mistaken. A lack of control with
formatting is apparent.Appropriate template is used. Formatting
is correct, although some minor errors may be
present.Appropriate template is fully used. There are virtually
no errors in formatting style.All format elements are
correct.Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and
style)3.0%Sources are not documented.Documentation of
sources is inconsistent or incorrect, as appropriate to
assignment and style, with numerous formatting errors.Sources
are documented, as appropriate to assignment and style,
although some formatting errors may be present.Sources are
documented, as appropriate to assignment and style, and format
is mostly correct.Sources are completely and correctly
documented, as appropriate to assignment and style, and format
is free of error.Total Weightage100%

5. SEU HCM515
Critical Thinking Writing Rubric - Module 6
Exceeds
Expectation
Meets Expectation Below Expectation Limited Evidence
Content, Research, and Analysis
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Requirements Includes all of the
required
components, as
specified in the
assignment.
Includes most of
the required
components, as
specified in the
assignment.
Includes some of
the required
components, as
specified in the
assignment.
Includes few of the
required
components, as

6. specified in the
assignment.
21-25 Points 16-20 Points 11-15 Points 6-10 Points
Content Demonstrates
substantial and
extensive
knowledge of the
materials, with no
errors or major
omissions.
Demonstrates
adequate
knowledge of the
materials; may
include some
minor errors or
omissions.
Demonstrates fair
knowledge of the
materials and/or
includes some
major errors or
omissions.
Fails to
demonstrate
knowledge of the
materials and/or
includes many
major errors or
omissions.

7. 25-30 Points 19-24 Points 13-18 Points 7-12 Points
Analysis Provides strong
thought, insight,
and analysis of
concepts and
applications.
Provides adequate
thought, insight,
and analysis of
concepts and
applications.
Provides poor
though, insight,
and analysis of
concepts and
applications.
Provides little or no
thought, insight,
and analysis of
concepts and
applications.
17-20 Points 13-16 Points 9-12 Points 4-8 Points
Sources Sources go above
and beyond
required criteria
and are well
chosen to provide
effective
substance and
perspectives on

8. the issue under
examination.
Sources meet
required criteria
and are adequately
chosen to provide
substance and
perspectives on the
issue under
examination.
Sources meet
required criteria
but are poorly
chosen to provide
substance and
perspectives on the
issue under
examination.
Source selection
and integration of
knowledge from
the course is
clearly deficient.
Mechanics and Writing
5-6 Points 3-4 Points 2-3 Points 1-2 Points
Demonstrates
college-level
proficiency in
organization,
grammar and
style.

9. Project is clearly
organized, well
written, and in
proper format as
outlined in the
assignment. Strong
sentence and
paragraph
structure, contains
no errors in
grammar, spelling,
Project is fairly well
organized and
written and is in
proper format as
outlined in the
assignment.
Reasonably good
sentence and
paragraph
structure, may
include a few
Project is poorly
organized and
written and may
not follow proper
format as outlined
in the assignment.
Inconsistent to
inadequate
sentence and
paragraph
development,

10. Project is not
organized or well
written and is not
in proper format as
outlined in the
assignment. Poor
quality work;
unacceptable in
terms of grammar,
spelling, APA style,
SEU HCM515
Critical Thinking Writing Rubric - Module 6
APA style, or APA
citations and
references.
minor errors in
grammar, spelling,
APA style, or APA
citations and
references.
and/or includes
numerous or major
errors in grammar,
spelling, APA style
or APA citations
and references.
and APA citations
and references.

11. Total points possible = 105