Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
NUR4636 Different Level Of Prevention Essay
Purpose
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:
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
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).
Preparing 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:
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 Different Level Of Prevention Essay
RUBRIC |
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Excellent Quality 95-100%
|
Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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NUR4636 Different Level Of Prevention Essay |
NUR4636 Different Level Of Prevention Essay