| Course Code | Class Code | Assignment Title | Total Points |
| HLT-490V | HLT-490V-O500 | Benchmark – Evidence-Based-Practice Proposal Presentation | 150.0 |
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (65.00%) | Satisfactory (75.00%) | Good (85.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 70.0% |
| Major Sections | 20.0% | One of the major sections is missing. Overall, the content in the presentation is inconsistent with the final paper. | Each major section is presented but some of the sections are incomplete, or do not reflect the practice proposal as presented in the final paper. | Each major section is presented. The content is generally informative and relevant to the topic. Overall, the major sections are generally supported and reflect the practice proposal as presented in the final paper. There are some discrepancies or omissions. | Each major section is presented. The content is informative and relevant to the topic. The major sections are supported and reflect the practice proposal as presented in the final paper. | Each major section is clearly presented. The content is informative and crucial to the topic. The major sections are well supported and reflect the practice proposal as presented in the final paper. |
| Major Sections Dissemination of Evidence (C4.3) | 10.0% | The plan to disseminate evidence or findings to relevant professional organizations, conferences, journals, or employers is omitted. The plan fails to support professional development or create opportunities to enhance expertise in health care. | The plan to disseminate evidence or findings to relevant professional organizations, conferences, journals, or employers is incomplete. It is unclear how the plan supports professional development in health care. | A general plan to disseminate evidence or findings to relevant professional organizations, conferences, journals, or employers is outlined. One professional publication or conference, including why it is preferred, is summarized. The plan generally supports professional development in health care. | A plan to disseminate evidence or findings to relevant professional organizations, conferences, journals, or employers is discussed. One professional publication or conference, including why it is most suited for presenting the findings of the intervention, is discussed. Overall, the plan supports professional development and creates opportunities to enhance expertise in health care. | A clear plan to disseminate evidence or findings to relevant professional organizations, conferences, journals, or employers is detailed. One significant professional publication or conference, including why it is most suited for presenting the findings of the intervention, is detailed. The plan strongly supports professional development and creates opportunities to enhance expertise in health care. |
| Participation in Ongoing Evidence-Based Research (C5.2) | 10.0% | An explanation for how participating in ongoing evidence-based research deepens knowledge and expands skills, and suggestions for how the author will continue to incorporate new findings into practice, are not presented. An understanding of the importance of ongoing evidence-based research is not demonstrated. | A partial outline for how participating in ongoing evidence-based research deepens knowledge and expands skills is presented. Suggestions for how the author will continue to incorporate new findings into practice are incomplete. An understanding of the importance of ongoing evidence-based research is only partially demonstrated. | A summary of how participating in ongoing evidence-based research deepens knowledge and expands skills is presented. General suggestions for how the author will continue to incorporate new findings into practice are outlined. A general understanding of the importance of ongoing evidence-based research is demonstrated. | An explanation of how participating in ongoing evidence-based research deepens knowledge and expands skills is presented. Suggestions for how the author will continue to incorporate new findings into practice are discussed. An understanding of the importance of ongoing evidence-based research is demonstrated. | A well-developed explanation of how participating in ongoing evidence-based research deepens knowledge and expands skills is presented. Specific suggestions for how the author will continue to incorporate new findings into practice are detailed. An understanding of the importance of ongoing evidence-based research is clearly demonstrated. |
| Presentation of Content | 30.0% | The content lacks a clear point of view and logical sequence of information is unclear. Little or no persuasive information from reliable sources is included. | The content is vague in conveying a point of view and does not create a strong sense of purpose. Some persuasive information from reliable sources is included. Some persuasive information is included but may be unreliable or lack credibility. | The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. Some persuasive information is included. | The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Persuasive information is included 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. Persuasive, authoritative information from reliable, credible sources is included. |
| Organization, Effectiveness, and Format | 30.0% |
| 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. |
| Language Use and Audience Awareness (includes sentence construction, word choice, etc.) | 10.0% | Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. | Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. | Language is appropriate to the targeted audience for the most part. | The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. | The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope. |
| 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% |
Drakejosh
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