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  • How our personal set of principles guides our decisions in life can have a huge impact on our business and career successes. For this assignment you will explore your sense

    Week 4 Discussion

    The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.

    To support your work, use your course and text readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

    Principles in Practice

    How our personal set of principles guides our decisions in life can have a huge impact on our business and career successes. For this assignment you will explore your sense of personal principles by reflecting on an experience in which you employed your own principles and not necessarily those of management.

    Provide a real-life example of a time that you did not act according to strict policy, but rather allowed your own set of principles to guide you in making a decision. What factors influenced your decision-making process and how did you develop your set of guiding principles? Discuss how you did or can apply this lesson to your own future performance in leadership.

     

    Week 5 Discussion

    The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.

    To support your work, use your course and text readings and also use the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.

    Personal Beliefs in Practice

    Our personal growth and development throughout our lives has helped to create a set of beliefs upon which we judge all interactions, even those in business situations. Through this assignment you will reflect on an experience where you employed your own beliefs, and you will consider how they may have influenced your choices in leadership moments.

    Using the worksheet you completed this week, provide a real-life example of a situation where you were asked to make a leadership decision in your personal or professional life that challenged at least one of your personal beliefs. What were the circumstances surrounding the challenge? Did you compromise your beliefs? What emotions rose to the forefront when your belief systems were challenged? What were the results of the decision and were you satisfied with the results? What changes would you make in similar future situations? Discuss how you did or can apply this lesson to your own future performance in leadership.

     

  • Advanced Practice Roles in Nursing: Use the South University Library and your assigned textbook to answer the following questions. ·        Distinguish between Adv

    Instructions

    Advanced Practice Roles in Nursing:

    Use the South University Library and your assigned textbook to answer the following questions.

    ·        Distinguish between Advanced Nursing Practice (ANP) and the Advanced Practice Nurse (APN).

    ·        Briefly define advanced nursing practice and the four roles in advanced practice nursing pertaining to clinical practice, primary care, education, administration, and health information.

    ·        Discuss the role you intend to acquire through SUO. Include experiences and/or qualities you have that have influenced your decision. Include your personal philosophy.

    ·        Develop a minimum of ten questions that you would like to ask the advanced practice clinician or non-clinician that you have chosen to interview.  Identify in the paper the individual by name, credentials, position, and your planned date for the interview (Interview write-up is due Week 3)

    Submission Details:

    ·        Create a 2-4 page paper (excluding the title page and references).

    ·        Literature should be used and points are assigned.

    ·        Peer reviewed articles that are non-research and nursing organization websites may be used. All articles must be current (not more than five years old, unless it is a hallmark reference; e.g., Institute of Medicine (IOM) (2010). The Future of Nursing: Leading Change, Advancing Health.

    ·        Format your paper, citations, and references using correct APA Style.

  • Advanced Practice Roles in Nursing: Use the South University Library and your assigned textbook to answer the following questions. ·        Distinguish between Adv

    Instructions

    Advanced Practice Roles in Nursing:

    Use the South University Library and your assigned textbook to answer the following questions.

    ·        Distinguish between Advanced Nursing Practice (ANP) and the Advanced Practice Nurse (APN).

    ·        Briefly define advanced nursing practice and the four roles in advanced practice nursing pertaining to clinical practice, primary care, education, administration, and health information.

    ·        Discuss the role you intend to acquire through SUO. Include experiences and/or qualities you have that have influenced your decision. Include your personal philosophy.

    ·        Develop a minimum of ten questions that you would like to ask the advanced practice clinician or non-clinician that you have chosen to interview.  Identify in the paper the individual by name, credentials, position, and your planned date for the interview (Interview write-up is due Week 3)

    Submission Details:

    ·        Create a 2-4 page paper (excluding the title page and references).

    ·        Literature should be used and points are assigned.

    ·        Peer reviewed articles that are non-research and nursing organization websites may be used. All articles must be current (not more than five years old, unless it is a hallmark reference; e.g., Institute of Medicine (IOM) (2010). The Future of Nursing: Leading Change, Advancing Health.

    ·        Format your paper, citations, and references using correct APA Style.

  • Choose two of your discussion posts to submit from these following weeks 5, 7, 9 or 10. You cannot choose two posts from the same week. Choose a third discussion discussion post where you responded to another student’s post.

    To complete this assessment, students must participate in the weekly learning activities. Each weekly learning activity is closed two weeks from when it was made available (for example you cannot get to week 10 and try to go back to week 5 to complete the activities). Students must write a reflection on three of the learning activity DISCUSSION BOARD threads that they have participated in according to the steps outlined in the instructions section below.
    Complete the weekly learning activities (You need to complete 70% of learning activities please see the rubric).
    Choose two of your discussion posts to submit from these following weeks 5, 7, 9 or 10. You cannot choose two posts from the same week.
    Choose a third discussion discussion post where you responded to another student’s post. This cannot be from the same weeks as the two posts you have already chosen.
    Copy the chosen learning activity discussion thread responses and paste into a word document.
    You then need to prepare a substantial reflective post for each of the three posts.
    You can write a minimum of 200 words after each post. Add an introduction and conclusion to your essay.
    Compile everything into a single document with a coversheet for submission to Moodle.
    Submit by the due date.
    You must use APA 7 referencing. Your reflective essay should include at least 7 (scholarly) journal articles you have read and any additional textbook references. in your reference list.
    Do NOT utilise sources such as www.tutor2u.com and other such web materials as these in no way constitute academic references for the purpose of your assignments. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirements of the assessment.
    Supporting resources
    You will consider all the discussion forum posts you have submitted from weeks 5, 7, 9 or 10 and those of other students. So it is very important that you add your posts to the discussion every week throughout the unit and especially in these weeks that are bolded above.
    Assessment criteria
    Your assessment task will be assessed according to the following criteria:
    Here are the links to both the marking criteria and the assessment rubric (these are also available in the unit outline

  • Review the Phoenix Project case, and prepare your recommendations for a plan tha

    Review the Phoenix Project case, and prepare your recommendations for a plan that will identify compromised systems for repair or replacement. Indicate which forensic techniques and tools you think are appropriate for the identification process, and how you think the process should proceed. You may use other materials to supplement your understanding of the facts of the case. In preparing your recommendations, bear in mind the feasibility of implementing your recommendations in the organization’s operating environment.

    Your paper should not exceed five pages in length using standard margins, a 10 to 12 point font, and double-spaced paragraphs. Include citations from any sources that you find relevant. Your paper will be evaluated by Turnitin for originality, and I will reject any submission with a Turnitin score of more than 25%. Please check the rubric for the emphasis you should place on the paper’s elements.

    Rubric

    Forensic Case Analysis Rubric

    Forensic Case Analysis Rubric

    Criteria
    Ratings
    Pts

    This criterion is linked to a Learning OutcomeRecommendations

    30 pts

    Thorough recommendations covering all aspects of the security incident investigation

    25 pts

    Good recommendations covering most aspects of the security incident investigation

    15 pts

    Some recommendations covering a few aspects of the security incident investigation

    0 pts

    No Recommendations

    30 pts

    This criterion is linked to a Learning OutcomeFeasibility of Recommendations

    20 pts

    All recommendations can be feasibly implemented

    15 pts

    Most recommendations can be feasibly implemented

    5 pts

    Few recommendations can be feasibly implemented

    0 pts

    No recommendations are feasible

    20 pts

    This criterion is linked to a Learning OutcomeUnderstanding of Case Facts

    20 pts

    Analysis demonstrates complete understanding of case facts

    15 pts

    Analysis indicates most case facts understood

    5 pts

    Analysis indicates few case facts understood

    0 pts

    No Analysis

    20 pts

    This criterion is linked to a Learning OutcomeSupporting Facts

    20 pts

    All recommendations supported by facts

    15 pts

    Most recommendations supported by facts

    5 pts

    Few recommendations supported by facts

    0 pts

    No supporting facts

    20 pts

    This criterion is linked to a Learning OutcomeGrammar & Spelling

    10 pts

    Correct grammar and spelling

    5 pts

    Mostly correct grammar and spelling

    0 pts

    Incorrect grammar and spelling

    10 pts

    Total Points: 100

  • This assignment requires a 1200-word essay, written in MLA format and inspired by class lectures and suggested research, discussing whether animals should have rights from the perspective of a country’s responsible party.

    Should animals have rights? Essays must be about 1200 words (mla format). They must be inspired by class lectures and suggested research and as comprehensive as possible. Include notes and quotes.They should also be presented from the point of view of whoever is responsible for the country and not just your personal belief.

    The post This assignment requires a 1200-word essay, written in MLA format and inspired by class lectures and suggested research, discussing whether animals should have rights from the perspective of a country’s responsible party. appeared first on premierhomeworkessays.

  • NARRATOR Alex is a newly-licensed nurse and thrilled to have recently landed hi

    NARRATOR

    Alex is a newly-licensed nurse and thrilled to have recently landed his first nursing position. He is working at a local hospital on a Med-Surg unit, where he’s still getting used to being nurse and working on a large team. That is been especially hard because his charge nurse Rio, tends to take a “tough love” approach with new nurses and he is still figuring out how to communicate with her and how to convey urgency in a way she can hear, especially when patient safety issues are at stake. Alex recently noticed his client Ms. Patricia Meade wasn’t on the glucose testing list, even though she could have been since he was scheduled to give her insulin that morning. He needed to talk to Rio about getting her on the list. Alex was worried about Ms. Patricia Meade receiving a safe dose of insulin and he didn’t approach Rio in the best way.

    ALEX: Rio we really need to talk

    RIO: Uh oh…what did you do?

    ALEX: Nothing-look, this is about Ms. Meade. I’m supposed to give her insulin, but you didn’t get an order for glucose testing.

    RIO: So what? Carol was supposed to get the order. It’s not my fault if she didn’t do it, and frankly, I’m still checking orders.

    ALEX: Yeah, well, are you going to make the change or not? There’s not much time before she’s scheduled to get insulin.

    RIO: Why are you just coming to me with this now? You must have realized it a while ago.

    ALEX: Cause- I was in the middle of stuff…

    RIO: We’re all in the middle of stuff, Alex… (angry sigh) But we have to know what stuff really matters. So… I’ll make time to get her on the list, I guess.

    NARRATOR:

    Rio and Alex were clearly not communicating in the best way for the client, or the team.

    Alex did a lot of thinking that night about the interaction with Rio, and their working relationship overall. When he got into work today, he asked her if they could talk.

    ALEX: Hey, thanks for, uh, sitting down to chat. I know there’s a lot going on with it.

    RIO: I guess is about yesterday.

    ALEX: Yes, it is.

    RIO: So, what more do I have to say.

    ALEX: I wanted to get your perspective on yesterday, as in… when I came to you about Ms. Meade, and we talked. From your point of view… what happened?

    RIO: I don’t know… I was just heading to check on Ms. Crane when you barged in- like…was a life-or-death situation, and it was my fault? So, when that wasn’t the case… it threw me.

    ALEX: I didn’t mean to come off like that.

    RIO: Well… that’s good to hear. So… I guess that’s something to keep in mind moving forward.

    ALEX: Help me understand, how could I have done it differently.

    RIO: I mean, you could have spoken up without the extra drama. More… calm, you know?

    ALEX: I didn’t mean to be unprofessional. I was worried about Ms. Meade. I’ll try to do better next time.

    RIO: (Sigh) Yeah. I get that. And I’m glad you see room to improve yourself, there are certainly lesson to take away here. I mean… I think you get that you could have done better here. But this isn’t a one-time thing. From what I’ve seen, you tend to try and do everything by yourself, instead of coming to me and the rest of the team. And by the time you do come, you’re pretty stressed out. That concerns me.

    ALEX: I guess I tend to rely on myself too much. It’s seemed like a good approach before.

    RIO: That’s true, but… like, when you tried to lift Mr. Robinson by yourself… that doesn’t help anyone. Gotta know how to use the team to help you.

    ALEX: It probably took you a while to figure things out with your charge nurse when you first started. How did you bring important stuff up?

    RIO: Well, if I knew things were getting complicated with a client, I’d find someone to help me, and ask them in a calm, professional way. You should probably work on doing the same. Look… I don’t mean to sound like a broken record, but just to make sure we’re on the same page… You are part of a team here, and when you try to do everything alone, it doesn’t always end well. Clients may be at risk if you don’t ask for help when you need it. I’d like to talk a little more about how we can make that better.

    ALEX: So, you said I could work on communicating better with the team. Can you tell me more about that?

    RIO: Huh… I guess if you are concerned about patient safety, check with one of us. And if you talk to us like colleagues and not people to… blame, then we can work together on solutions. You know?

    ALEX: Okay, I’ll try. That would be easier for me to do if you and some of the other nurses could try to be a little less… intense toward me.

    RIO: I hear you. If you are willing to come to us more, I can try to watch my tone. But, just saying, if you don’t change, I’m probably not going to either. The CUS model helps approach, especially when I’m listening as well as I should.

    The CUS model from TeamSTEPPS is a good way to think about how to frame concerns patient safety. C- CONCERN (share your observation), U- UNCOMFORTABLE (describe client’s condition, and S- SAFETY (suggest a response to address safety concern).

    Part 2: Reflective Questions

    Create a Microsoft Word document and respond to the following questions:

    How was patient safety compromised in the scenario?
    How successful was the CUS model in addressing the patient safety issue? How would you describe the experience? What went well?
    What would you do again? What would you do differently?
    How might you apply what you have learned in your clinical practice?

  • NARRATOR Alex is a newly-licensed nurse and thrilled to have recently landed hi

    NARRATOR

    Alex is a newly-licensed nurse and thrilled to have recently landed his first nursing position. He is working at a local hospital on a Med-Surg unit, where he’s still getting used to being nurse and working on a large team. That is been especially hard because his charge nurse Rio, tends to take a “tough love” approach with new nurses and he is still figuring out how to communicate with her and how to convey urgency in a way she can hear, especially when patient safety issues are at stake. Alex recently noticed his client Ms. Patricia Meade wasn’t on the glucose testing list, even though she could have been since he was scheduled to give her insulin that morning. He needed to talk to Rio about getting her on the list. Alex was worried about Ms. Patricia Meade receiving a safe dose of insulin and he didn’t approach Rio in the best way.

    ALEX: Rio we really need to talk

    RIO: Uh oh…what did you do?

    ALEX: Nothing-look, this is about Ms. Meade. I’m supposed to give her insulin, but you didn’t get an order for glucose testing.

    RIO: So what? Carol was supposed to get the order. It’s not my fault if she didn’t do it, and frankly, I’m still checking orders.

    ALEX: Yeah, well, are you going to make the change or not? There’s not much time before she’s scheduled to get insulin.

    RIO: Why are you just coming to me with this now? You must have realized it a while ago.

    ALEX: Cause- I was in the middle of stuff…

    RIO: We’re all in the middle of stuff, Alex… (angry sigh) But we have to know what stuff really matters. So… I’ll make time to get her on the list, I guess.

    NARRATOR:

    Rio and Alex were clearly not communicating in the best way for the client, or the team.

    Alex did a lot of thinking that night about the interaction with Rio, and their working relationship overall. When he got into work today, he asked her if they could talk.

    ALEX: Hey, thanks for, uh, sitting down to chat. I know there’s a lot going on with it.

    RIO: I guess is about yesterday.

    ALEX: Yes, it is.

    RIO: So, what more do I have to say.

    ALEX: I wanted to get your perspective on yesterday, as in… when I came to you about Ms. Meade, and we talked. From your point of view… what happened?

    RIO: I don’t know… I was just heading to check on Ms. Crane when you barged in- like…was a life-or-death situation, and it was my fault? So, when that wasn’t the case… it threw me.

    ALEX: I didn’t mean to come off like that.

    RIO: Well… that’s good to hear. So… I guess that’s something to keep in mind moving forward.

    ALEX: Help me understand, how could I have done it differently.

    RIO: I mean, you could have spoken up without the extra drama. More… calm, you know?

    ALEX: I didn’t mean to be unprofessional. I was worried about Ms. Meade. I’ll try to do better next time.

    RIO: (Sigh) Yeah. I get that. And I’m glad you see room to improve yourself, there are certainly lesson to take away here. I mean… I think you get that you could have done better here. But this isn’t a one-time thing. From what I’ve seen, you tend to try and do everything by yourself, instead of coming to me and the rest of the team. And by the time you do come, you’re pretty stressed out. That concerns me.

    ALEX: I guess I tend to rely on myself too much. It’s seemed like a good approach before.

    RIO: That’s true, but… like, when you tried to lift Mr. Robinson by yourself… that doesn’t help anyone. Gotta know how to use the team to help you.

    ALEX: It probably took you a while to figure things out with your charge nurse when you first started. How did you bring important stuff up?

    RIO: Well, if I knew things were getting complicated with a client, I’d find someone to help me, and ask them in a calm, professional way. You should probably work on doing the same. Look… I don’t mean to sound like a broken record, but just to make sure we’re on the same page… You are part of a team here, and when you try to do everything alone, it doesn’t always end well. Clients may be at risk if you don’t ask for help when you need it. I’d like to talk a little more about how we can make that better.

    ALEX: So, you said I could work on communicating better with the team. Can you tell me more about that?

    RIO: Huh… I guess if you are concerned about patient safety, check with one of us. And if you talk to us like colleagues and not people to… blame, then we can work together on solutions. You know?

    ALEX: Okay, I’ll try. That would be easier for me to do if you and some of the other nurses could try to be a little less… intense toward me.

    RIO: I hear you. If you are willing to come to us more, I can try to watch my tone. But, just saying, if you don’t change, I’m probably not going to either. The CUS model helps approach, especially when I’m listening as well as I should.

    The CUS model from TeamSTEPPS is a good way to think about how to frame concerns patient safety. C- CONCERN (share your observation), U- UNCOMFORTABLE (describe client’s condition, and S- SAFETY (suggest a response to address safety concern).

    Part 2: Reflective Questions

    Create a Microsoft Word document and respond to the following questions:

    How was patient safety compromised in the scenario?
    How successful was the CUS model in addressing the patient safety issue? How would you describe the experience? What went well?
    What would you do again? What would you do differently?
    How might you apply what you have learned in your clinical practice?

  • NARRATOR Alex is a newly-licensed nurse and thrilled to have recently landed hi

    NARRATOR

    Alex is a newly-licensed nurse and thrilled to have recently landed his first nursing position. He is working at a local hospital on a Med-Surg unit, where he’s still getting used to being nurse and working on a large team. That is been especially hard because his charge nurse Rio, tends to take a “tough love” approach with new nurses and he is still figuring out how to communicate with her and how to convey urgency in a way she can hear, especially when patient safety issues are at stake. Alex recently noticed his client Ms. Patricia Meade wasn’t on the glucose testing list, even though she could have been since he was scheduled to give her insulin that morning. He needed to talk to Rio about getting her on the list. Alex was worried about Ms. Patricia Meade receiving a safe dose of insulin and he didn’t approach Rio in the best way.

    ALEX: Rio we really need to talk

    RIO: Uh oh…what did you do?

    ALEX: Nothing-look, this is about Ms. Meade. I’m supposed to give her insulin, but you didn’t get an order for glucose testing.

    RIO: So what? Carol was supposed to get the order. It’s not my fault if she didn’t do it, and frankly, I’m still checking orders.

    ALEX: Yeah, well, are you going to make the change or not? There’s not much time before she’s scheduled to get insulin.

    RIO: Why are you just coming to me with this now? You must have realized it a while ago.

    ALEX: Cause- I was in the middle of stuff…

    RIO: We’re all in the middle of stuff, Alex… (angry sigh) But we have to know what stuff really matters. So… I’ll make time to get her on the list, I guess.

    NARRATOR:

    Rio and Alex were clearly not communicating in the best way for the client, or the team.

    Alex did a lot of thinking that night about the interaction with Rio, and their working relationship overall. When he got into work today, he asked her if they could talk.

    ALEX: Hey, thanks for, uh, sitting down to chat. I know there’s a lot going on with it.

    RIO: I guess is about yesterday.

    ALEX: Yes, it is.

    RIO: So, what more do I have to say.

    ALEX: I wanted to get your perspective on yesterday, as in… when I came to you about Ms. Meade, and we talked. From your point of view… what happened?

    RIO: I don’t know… I was just heading to check on Ms. Crane when you barged in- like…was a life-or-death situation, and it was my fault? So, when that wasn’t the case… it threw me.

    ALEX: I didn’t mean to come off like that.

    RIO: Well… that’s good to hear. So… I guess that’s something to keep in mind moving forward.

    ALEX: Help me understand, how could I have done it differently.

    RIO: I mean, you could have spoken up without the extra drama. More… calm, you know?

    ALEX: I didn’t mean to be unprofessional. I was worried about Ms. Meade. I’ll try to do better next time.

    RIO: (Sigh) Yeah. I get that. And I’m glad you see room to improve yourself, there are certainly lesson to take away here. I mean… I think you get that you could have done better here. But this isn’t a one-time thing. From what I’ve seen, you tend to try and do everything by yourself, instead of coming to me and the rest of the team. And by the time you do come, you’re pretty stressed out. That concerns me.

    ALEX: I guess I tend to rely on myself too much. It’s seemed like a good approach before.

    RIO: That’s true, but… like, when you tried to lift Mr. Robinson by yourself… that doesn’t help anyone. Gotta know how to use the team to help you.

    ALEX: It probably took you a while to figure things out with your charge nurse when you first started. How did you bring important stuff up?

    RIO: Well, if I knew things were getting complicated with a client, I’d find someone to help me, and ask them in a calm, professional way. You should probably work on doing the same. Look… I don’t mean to sound like a broken record, but just to make sure we’re on the same page… You are part of a team here, and when you try to do everything alone, it doesn’t always end well. Clients may be at risk if you don’t ask for help when you need it. I’d like to talk a little more about how we can make that better.

    ALEX: So, you said I could work on communicating better with the team. Can you tell me more about that?

    RIO: Huh… I guess if you are concerned about patient safety, check with one of us. And if you talk to us like colleagues and not people to… blame, then we can work together on solutions. You know?

    ALEX: Okay, I’ll try. That would be easier for me to do if you and some of the other nurses could try to be a little less… intense toward me.

    RIO: I hear you. If you are willing to come to us more, I can try to watch my tone. But, just saying, if you don’t change, I’m probably not going to either. The CUS model helps approach, especially when I’m listening as well as I should.

    The CUS model from TeamSTEPPS is a good way to think about how to frame concerns patient safety. C- CONCERN (share your observation), U- UNCOMFORTABLE (describe client’s condition, and S- SAFETY (suggest a response to address safety concern).

    Part 2: Reflective Questions

    Create a Microsoft Word document and respond to the following questions:

    How was patient safety compromised in the scenario?
    How successful was the CUS model in addressing the patient safety issue? How would you describe the experience? What went well?
    What would you do again? What would you do differently?
    How might you apply what you have learned in your clinical practice?

  • This week, you will begin to develop your Systematic Plan of Evaluation. Create

    This week, you will begin to develop your Systematic Plan of Evaluation. Create a table that could be used to measure an academic nursing program’s curriculum and institutional support.

    Your table should include:

    Rows for each applicable standard from your chosen agency
    Columns to address the evidence/data needed, methods to gather the needed evidence or data, benchmarks for success, and the “feedback loop” of reporting, communication, and continuous improvement.

    In addition to your table, submit 2–3 paragraphs explaining your table and how it will be used.

    This has to be in APA format, also it has to be as a correlation to the first assignment, see first attachment. The Second attachment is an example of how the table must be completed. References must be within less than 5 years.

    Rubric:

    Criteria
    Ratings
    Pts

    This criterion is linked to a Learning OutcomeRows

    20 to >16.0 pts

    Proficient

    Identifies and includes all accrediting agency standards related to curriculum and institutional support.

    16 to >12.0 pts

    Acceptable

    Identifies and includes most accrediting agency standards related curriculum and institutional support.

    12 to >8.0 pts

    Developing

    Identifies and includes some accrediting agency standards related curriculum and institutional support.

    8 to >0 pts

    Unsatisfactory

    Identifies and includes few accrediting agency standards related curriculum and institutional support.

    20 pts

    This criterion is linked to a Learning OutcomeColumns

    20 to >16.0 pts

    Proficient

    Identifies highly relevant and useful evidence needed and plans for benchmarks and the “feedback loop” of reporting, communication, and continuous improvement.

    16 to >12.0 pts

    Acceptable

    Identifies relevant and useful evidence needed and plans for benchmarks and the “feedback loop” of reporting, communication, and continuous improvement.

    12 to >8.0 pts

    Developing

    Identifies some evidence needed. May be missing plans for benchmarks and the “feedback loop” of reporting, communication, and continuous improvement.

    8 to >0 pts

    Unsatisfactory

    Fails to identify evidence needed. Missing plans for benchmarks and the “feedback loop” of reporting, communication, and continuous improvement.

    20 pts

    This criterion is linked to a Learning OutcomeDiscussion

    30 to >24.0 pts

    Proficient

    Fully explains how table will be used to evaluate a nursing program. Demonstrates a sophisticated ability to critically think about the chosen accreditation agency’s standards, necessary evidence, benchmarks, and the “feedback loop” of reporting, communication, and continuous improvement.

    24 to >18.0 pts

    Acceptable

    Explains how table will be used to evaluate a nursing program. Demonstrates ability to critically think about the chosen accreditation agency’s standards, necessary evidence, benchmarks, and the “feedback loop” of reporting, communication, and continuous improvement.

    18 to >12.0 pts

    Developing

    Partially explains how table will be used to evaluate a nursing program. May fail to demonstrate ability to critically think about the chosen accreditation agency’s standards, necessary evidence, benchmarks, and the “feedback loop” of reporting, communication, and continuous improvement.

    12 to >0 pts

    Unsatisfactory

    Fails to explain how table will be used to evaluate a nursing program. Fails to demonstrate ability to critically think about the chosen accreditation agency’s standards, necessary evidence, benchmarks, and the “feedback loop” of reporting, communication, and continuous improvement.

    30 pts

    This criterion is linked to a Learning OutcomeGeneral Writing Mechanics

    5 to >4.0 pts

    Proficient

    The writing demonstrates sophisticated clarity and conciseness and is extremely well organized. Punctuation, spelling, and capitalization are all correct with minimal to no errors.

    4 to >3.0 pts

    Acceptable

    The writing is clear, concise, and well organized. May contain a few punctuation, spelling, or capitalization errors.

    3 to >2.0 pts

    Developing

    The writing lacks clarity, conciseness, or organization. Several errors in punctuation, spelling, and capitalization detract from the readability of the paper.

    2 to >0 pts

    Unsatisfactory

    The writing is unfocused and poorly organized. Many errors in punctuation, spelling, and capitalization detract from the readability of the paper.

    5 pts

    This criterion is linked to a Learning OutcomeAPA Style

    5 to >4.0 pts

    Proficient

    The assignment accurately and consistently follows APA Style. Meets length and formatting requirements of the assignment.

    4 to >3.0 pts

    Acceptable

    The assignment consistently follows current APA Style with only isolated and inconsistent mistakes. Mostly meets length and formatting requirements of the assignment.

    3 to >2.0 pts

    Developing

    The assignment has numerous errors in APA Style. Reflects incomplete knowledge of APA Style. May not meet length and formatting requirements of the assignment.

    2 to >0 pts

    Unsatisfactory

    The assignment has significant errors in APA Style. Does not meet length and formatting requirements of the assignment.

    5 pts