| Course Code | Class Code | Assignment Title | Total Points |
| NUR-550 | NUR-550-O500 | Benchmark – Diverse Population Health Policy Analysis | 100.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (80.00%) | Satisfactory (88.00%) | Good (92.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 100.0% |
| Description of Policy Designed to Provide Equitable Health Care | 5.0% | The policy is not described. | The policy is only partially described. | The policy is summarized. Some aspects are unclear or inaccurate. | The policy is adequately described. Some detail is needed for clarity or accuracy. | The policy is clearly and accurately described. |
| Diverse Population Affected by Policy | 10.0% | Discussion of how a diverse population is affected by this policy is not presented. | Discussion of how a diverse population is affected by this policy is presented but is incomplete. It is unclear how the population will be affected by this policy. | Discussion of how a diverse population is affected by this policy is general. More information and support are needed. | Discussion of how a diverse population is affected by this policy is adequate. Some detail is needed for clarity or accuracy. | Discussion of how a diverse population is affected by this policy is thorough. The narrative is well-supported and insightful. |
| Policy Design (Cost-effectiveness and health care equity) | 10.0% | Explanation of how the policy is designed to improve cost-effectiveness and health care equity for the diverse population is not presented. | Discussion of how the policy is designed to improve cost-effectiveness and health care equity for the diverse population is incomplete. | Discussion of how the policy is designed to improve cost-effectiveness and health care equity for the diverse population is general. More information and support are needed. | Discussion of how the policy is designed to improve cost-effectiveness and health care equity for the diverse population is adequate. Some detail is needed for clarity or accuracy. | A thorough explanation for how the policy is designed to improve cost-effectiveness and health care equity for the diverse population is clearly presented. |
| Evaluation of Financial Soundness of Policy; Incorporation of Nursing Perspective; and Relevant Ethical, Legal, and Political Factors
(C2.1)
| 10.0% | A discussion of why the policy is financially sound and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is not presented. | A discussion of why the policy is financially sound and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is incomplete. | A discussion of why the policy is financially sound and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is general. Some rationale is offered for support. More information and support are needed. | A discussion of why the policy is financially sound and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is adequate. Adequate rationale is provided for support. Some detail is needed for clarity or accuracy. | A thorough discussion of why the policy is financially sound and how the policy incorporates the nursing perspective and relevant ethical, legal, and political factors is clearly presented, and strong rationale is offered for support. |
| Integration of State, Federal, and Global Health Policies and Goals in Design of Equitable Care
(C4.2)
| 10.0% | The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population are not discussed. | The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population are only partially discussed | The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population are summarized. Some aspects are unclear or inaccurate. | The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population are adequately discussed. Some detail is needed for clarity or accuracy. | The state, federal, and global health policies or goals the policy is related to and the degree to which each helps achieve equitable health care for the diverse population are thoroughly explained. The narrative is accurate and well-supported. |
| Advocacy Strategies for Improving Access, Quality, and Cost-Effective Health Care
(C2.2)
| 10.0% | Advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected are not discussed. | Advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected are incomplete. | General advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected are summarized. More information and support are needed. | Advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected are discussed. Some detail is needed for clarity or accuracy. | Well-developed advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected are discussed. |
| Examination of Responsibilities of Master's Prepared Nurses
(C4.3)
| 10.0% | The professional and moral obligation of master's prepared nurses to respect human dignity and advance the common good through working to promote health and prevent disease among diverse populations from a Christian perspective are not discussed. | The professional and moral obligation of master's prepared nurses to respect human dignity and advance the common good through working to promote health and prevent disease among diverse populations from a Christian perspective are only partially discussed. | The professional and moral obligation of master's prepared nurses to respect human dignity and advance the common good through working to promote health and prevent disease among diverse populations from a Christian perspective are summarized. Some aspects are unclear. Rationale or support is needed. | The professional and moral obligation of master's prepared nurses to respect human dignity and advance the common good through working to promote health and prevent disease among diverse populations from a Christian perspective are adequately discussed. Some detail is needed for clarity or accuracy. | Well-developed advocacy strategies for improving access, quality, and cost-effective health care for the diverse population selected are discussed.
The professional and moral obligation of master's prepared nurses to respect human dignity and advance the common good through working to promote health and prevent disease among diverse populations from a Christian perspective are thoroughly discussed. The narrative is insightful and well supported.
|
| Presentation of Content | 15.0% | The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear. | The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information. | The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. | The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources. | The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea. |
| Layout | 10.0% | The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. | The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. | The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. | The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. | The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5.0% | Slide errors are pervasive enough that they impede communication of meaning. | Frequent and repetitive mechanical errors distract the reader. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. | Slides are largely free of mechanical errors, although a few may be present. | Writer is clearly in control of standard, written, academic English. |
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | 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 Weightage | 100% |
Dtjemrxypyt
Rubric_Print_Format-7.xlsx
