Unsatisfactory
0.00% |
2
Less than Satisfactory
75.00% |
3
Satisfactory
79.00% |
4
Good
89.00% |
5
Excellent
100.00% |
| 80.0 %Content |
|
| 16.0 % IOM Summary of Four Messages and Significance to Nursing Practice |
Summary of the four messages outlined in the IOM report and explanation of why these are significant to nursing practice is omitted. |
Summary of the four messages outlined in the IOM report is partially presented. Explanation of why these are significant to nursing practice is incomplete. There are significant inaccuracies. |
Summary of the four messages outlined in the IOM report is presented. Explanation of why these are significant to nursing practice is generally presented. There are some inaccuracies. Some information or rationale is needed to fully support summary. |
Summary of the four messages outlined in the IOM report is presented. Explanation of why these are significant to nursing practice is presented. Minor detail is needed for clarity. |
Summary of the four messages outlined in the IOM report is clearly presented. A detailed explanation of why these are significant to nursing practice is presented. A strong understanding of the IOM report and its influence on nursing practice is demonstrated. |
| 16.0 % Influence of IOM on Education, Leadership, Benefits and Opportunities for BSN-Prepared Nurses |
The direct influence of the IOM report on nursing education, nursing leadership, and the benefits and opportunities for BSN-prepared nurses is not discussed. |
The direct influence of the IOM report on nursing education and nursing leadership is partially presented. Some benefits and opportunities for BSN-prepared nurses resulting from the IOM report are summarized. There are inaccuracies. |
The direct influence of the IOM report on nursing education and nursing leadership is summarized. Some benefits and opportunities for BSN-prepared nurses resulting from the IOM report are generally described. Overall, a general understanding of the IOM report and its influence on nursing is demonstrated. |
The direct influence of the IOM report on nursing education and nursing leadership is discussed. The benefits and opportunities for BSN-prepared nurses resulting from the IOM report are described. Overall, an understanding of the IOM report and its influence on nursing is demonstrated. |
The direct influence of the IOM report on nursing education and nursing leadership is thoroughly discussed. The benefits and opportunities for BSN-prepared nurses resulting from the IOM report are described in detail. Overall, an in-depth understanding of the IOM report and its influence on nursing is demonstrated. |
| 16.0 % Importance of the Evolution of the Education and Role of the Nurse to Meet the Needs of an Aging and Diverse Population |
The importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is not presented. |
A partial explanation the importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is presented. There major are inaccuracies. |
A summary of the importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is presented. Some information is needed to fully support explanation. |
An explanation of the importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is presented. Some detail is needed for clarity. |
A thorough explanation the importance of the evolution of the education and role of the nurse to meet the needs of an aging and diverse population is presented. The explanation demonstrates a clear understanding of the role of the nurse in meeting the needs of an aging and diverse population. |
| 16.0 % Significance of Professional Development, Lifelong Learning, in Relation to Diverse Populations Across the Life Span and Health-Illness Continuum |
The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is not discussed. |
The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is incomplete. There are major inaccuracies |
The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is summarized. Some rationale or evidence is needed for support. |
The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is discussed. Some detail is needed for clarity. |
The significance of professional development, or lifelong learning, and its relevance in caring for diverse populations across the life span and within the health-illness continuum is discussed in detail. The relevance of professional development in caring for diverse populations across the life span and within the health-illness continuum is demonstrated. |
| 16.0 % Effectiveness of Nurses Managing Patient Care Within an Evolving Health Care System |
A discussion of how nurses can assist in effectively managing patient care within an evolving health care system is omitted. |
A partial discussion of how nurses can assist in effectively managing patient care within an evolving health care system is presented. There are major inaccuracies. |
A general discussion of how nurses can assist in effectively managing patient care within an evolving health care system is presented. Some rationale or evidence is needed for support. |
A discussion of how nurses can assist in effectively managing patient care within an evolving health care system is presented. Minor detail or rationale is needed. |
A through discussion of how nurses can assist in effectively managing patient care within an evolving health care system is presented. The discussion offers compelling rationale and demonstrates insight into managing patient care within contemporary health care. |
| 15.0 %Organization and Effectiveness |
|
| 5.0 % Thesis Development and Purpose |
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. |
| 15.0 %Organization and Effectiveness |
|
| 5.0 % 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 not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. |
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. |
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. |
| 15.0 %Organization and Effectiveness |
|
| 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
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), sentence structure, or word choice are present. |
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. |
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. |
Writer is clearly in command of standard, written, academic English. |
| 5.0 %Format |
|
| 2.0 % Paper Format (use of appropriate style for the major and assignment) |
Template is not used appropriately or documentation format is rarely followed correctly. |
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. |
Template is used, and formatting is correct, although some minor errors may be present. |
Template is fully used; There are virtually no errors in formatting style. |
All format elements are correct. |
| 3.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) |
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. |
| 100 % Total Weightage |
|