Nurse Professionalism

0

Not Present

1

Needs Improvement

2

Meets Expectations

Module 2: Critiquing Existing Organizational Policies for Ethical Considerations

Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.

Learning Objective 2.2 – Recommend organizational policy and practice changes

Response is missing.

The response provides one or more inaccurate or vague recommendations for policy or practice changes designed to balance the competing needs of resources, workers, and patients while addressing any ethical shortcomings of the existing policies. Some examples may be provided.

The response provides one or more accurate, clear, and thorough recommendations for policy or practice changes designed to balance the competing needs of resources, workers, and patients while addressing any ethical shortcomings of the existing policies. Specific and accurate examples are provided.

0

Not Present

1

Needs Improvement

2

Meets Expectations

Module 2: Critiquing Existing Organizational Policies for Ethical Considerations

Cite evidence that informs the healthcare issue/stressor and/or the policies and provide two scholarly resources in support of your policy or practice recommendations.

Learning Objective 2.3 – Recommend appropriate evaluation tools for healthcare programs

Response is missing.

Inaccurate or vague evidence is cited from two or three resources that informs the healthcare issue/stressor selected and may support the policy or practice recommendations provided.

The response minimally synthesizes and integrates resources that may support the responses provided.

Accurate and detailed evidence is cited that informs the healthcare issue/stressor selected and a specific synthesis of at least two outside scholarly resources in full support of the policy or practice recommendations is provided.

The response synthesizes and integrates at least two outside resources and two competency-specific resources that fully support the responses provided. 

Mastery Rubric

In order to achieve mastery of this Competency, you must achieve a “2” on every rubric row in addition to meeting the additional expectation indicated in the Mastery Rubric.

Professional Skill Building

The faculty Assessor will provide feedback based on the following Professional Skill(s): Written Communication and Critical Thinking and Problem Solving. Although the feedback is here to inform the development of your skills, it is not a barrier to achieving the Competency, unless the writing is too poor to be able to score the content of the Assessment. Review the rubric and check your work based on the learning objectives listed. If you are concerned that your writing will not meet these expectations yet, reach out to your Faculty Subject Matter Expert (SME) so he or she can work with you to further develop this important professional skill.

It is highly recommended that you use this opportunity to practice these important skills in the context of this Competency Assessment in order to receive feedback about your current level of proficiency.

Professional Skills Building

0

Not Present

1

Needs Improvement

2

Meets Expectations

PS001: Written Communication: Demonstrate graduate-level writing skills.

Learning Objective

PS 1.1:

Use proper grammar, spelling, and mechanics.

Multiple major and minor errors in grammar, spelling, and/or mechanics are highly distracting and seriously impact readability.

Multiple minor errors in grammar, spelling, and/or mechanics are distracting and negatively impact readability.

Writing reflects competent use of standard edited American English.

Errors in grammar, spelling, and/or mechanics do not negatively impact readability.

Learning Objective

PS 1.2:

Organize writing to enhance clarity.

Writing is poorly organized and incoherent. Introductions, transitions, and conclusions are missing or inappropriate.

Writing is loosely organized. Limited use of introductions, transitions, and conclusions provides partial continuity.

Writing is generally well-organized. Introductions, transitions, and conclusions provide continuity and a logical progression of ideas.

Learning Objective

PS 1.3:

Apply APA style to written work.

APA conventions are not applied.

APA conventions for attribution of sources, structure, formatting, etc., are applied inconsistently.

APA conventions for attribution of sources, structure, formatting, etc., are generally applied correctly in most instances. Sources are generally cited appropriately and accurately.

Learning Objective

PS 1.4:

Use appropriate vocabulary and tone for the audience and purpose.

Vocabulary and tone are inappropriate and negatively impact clarity of concepts to be conveyed.

Vocabulary and tone have limited relevance to the audience.

Vocabulary and tone are generally appropriate for the audience and support communication of key concepts.

PS005: Critical Thinking and Problem Solving: Use critical-thinking and problem-solving skills to analyze professional issues and inform best practice.

Learning Objective

PS 5.1:

Analyze assumptions and fallacies.

Analysis of assumptions is missing.

Response is weak in assessing the reasonableness of assumptions in a given argument.

Response does not adequately identify and discuss the implications of fallacies or logical weaknesses in a given argument.

Response generally assesses the reasonableness of assumptions in a given argument.

Response identifies and discusses the implications of fallacies and/or logical weaknesses in a given argument.

0

Not Present

1

Needs Improvement

2

Meets Expectations

Learning Objective

PS 5.2:

Generate reasonable and appropriate assumptions.

Assumptions are missing.

Response does not adequately present and discuss key assumptions in an original argument.

Response presents and discusses key assumptions in an original argument.

Learning Objective

PS 5.3:

Assess multiple perspectives and alternatives.

Assessment of multiple perspectives is missing.

Response does not identify nor adequately consider multiple perspectives or alternatives.

Response identifies and considers multiple perspectives and alternatives.