Reflection Paper Rubric NURS 4234

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Reflection Paper Rubric NURS 4234

Integrating BSN Concepts

Reflection Paper Rubric

Criteria Exemplary Proficient Competent Substantial Areas

for Improvement

 Unsatisfactory Definition of Errors/Notes
Content of Introduction 5 points 4 points 3 points 2 points 0 points  
Introduction

 

Introduces topic

Describes main concepts to be covered

Provides overview of paper

May provide interest or background for topic

 Provides a solid paragraph, at least 5 sentences in length that introduces the topic and describes the main concepts the paper will cover.

 Provides a 4 sentence paragraph that introduces the topic and describes the main concepts the paper will cover. Provides a 3 sentence paragraph that introduces the topic and describes the main concepts the paper will cover. Provides a 2 sentence paragraph that either introduces the topic or describes what the paper will cover. No introduction.  

 

 

 

 

 

 

 
Content of Paper            
Content of Paper

 

Thoughtful

Meaningful

Informative

Accurate

Relevant to the assigned topic

Demonstrates student learning

 Answers question

providing a solid paragraph, at least 5 sentences in length for each. Answers are coherent, relevant to the topic, and include appropriate examples and citations.

 Answers question providing a paragraph, at least 4 sentences in length for each. Answers are coherent, relevant to the topic, and include appropriate examples and citations. Answers question providing a paragraph, at least 3 sentences in length for each. Answers are coherent, relevant to the topic, and include appropriate examples and citations. Answer is not coherent, is irrelevant, or missing examples or citations.  

 

  
Q. 1. How is your practice different? 11 points 9 points 8 points 6 points 0 points  
Q. 2. Is your thinking different? 11 points 9 points 8 points 6 points 0 points  
Q. 3. Do you feel different about nursing? 11 points 9 points 8 points 6 points 0 points  
Q. 4. What is the most surprising thing you have learned? 11 points 9 points 8 points 6 points 0 points  
Q. 5. What is the biggest thing that you have learned about yourself in the process of completing the program? 11 points 9 points 8 points 6 points 0 points  
Conclusion 5 points 4 points 3 points 2 points 0 points  
Conclusion

 

Summary of what paper covered

Next steps

 Provides a solid paragraph, with at least a sentence for each major concept (question) to summarize what the paper covered. Does not introduce new content. Provides a solid paragraph to summarize what the paper covered. Missed one concept. Does not introduce new content. Provides a solid paragraph to summarize what the paper covered. Missed two concepts. Does not introduce new content. Provides a solid paragraph to summarize what the paper covered. Missed three concepts. Does not introduce new content. 0 points  
References 5 points 4 points 3 points 2 points 0 points  
References Provides three or more current references, only one of which is a current text. Provides three or more current references, two of which are required texts. Provides two current references, one of which is a current text. Provides two current texts as references or references are not current. No references or a single current text as reference  
Scholarly Presentation 15 points 13 points 11 points 8 points 0 points  
  Thoughts are well organized in paragraphs.

No errors.

 Thoughts are well organized in paragraphs with no more than three total errors. Thoughts are well organized in paragraphs with no more than six total errors. Thoughts are organized in paragraphs with no more than nine total errors. Ten or more total errors  
APA 15 13 11 8 0  
APA Format No APA formatting errors One APA formatting error Two APA formatting errors Three APA formatting errors Four or more APA formatting errors  

 

 

 

PLAGIARISM:

Plagiarism is considered cheating and is a violation of academic integrity as outlined in the Student Handbook. Any student who plagiarizes any portion of the assignment may receive a grade of zero on the assignment.

LATE ASSIGNMENTS:

Unless prior faculty notification and negotiation of an extended deadline, ten (10) points will be deducted per day if submitted late. Assignment will not be accepted if submitted more than 3 days late and assigned grade will be 0 (zero).

Developed 12/2017 EDS

 

2

The post Reflection Paper Rubric NURS 4234 appeared first on Infinite Essays.

Evaluation of Childhood Obesity

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15

 

 

 

 

 

Evaluation of Childhood Obesity

Name

Walden University

Policy and Advocacy for Improving Population Health

NURS 6050

Date

1

 

 

 

 

 

 

Evaluation of Childhood Obesity

This is just an example do not follow the citations etc…..

This is just to show you what we are looking for.

Childhood obesity is a rising problem worldwide problem. The World Health Organization (WHO) believes that childhood obesity is one of the “most serious public health challenges of the 21st century” (Howard, 2019). Obesity in children and adolescents is expected to exceed the occurrence of those that are underweight and malnourished in the world by the year 2022 (Howard). According to the WHO, the number of obese children in the world increased from 32 to 41 million over the past 25 years (“GHO”, n.d.). In 2016, the obesity rate in children under the age of 5 in the United States was 22.7 and 18 percent in children over the age of five (“GHO”). New Zealand’s rates of childhood obesity are very similar to the United States, with 20.6 percent of children under the age of 5 and 15 percent in the childhood population over 5 years old (“GHO”). The purpose of this paper is to discuss the global health impact of childhood obesity as well as compare the United States with New Zealand on obesities impact, policy implementation, and plans to improve this rising health dilemma.

 

Global Health Comparison Grid Template

 

 

Global Healthcare Issue Childhood Obesity
Description Childhood obesity is on the rise in the United States and across the world. Measuring obesity in children can be difficult due to the fact that they are constantly changing and growing (Howard). It is also difficult to make comparisons due to the fact that different locations vary in their methods for data collection, measuring, and reporting of children’s Body Mass Index (Howard). However, regardless of the way data is collected and measured, studies have proven multiple negative health effects that occur from obesity. Children that are obese are endanger of physical and emotional risk factors that are linked to obesity. Health impacts include higher risks factors for diabetes, cardiovascular diseases, and breathing disorders such as asthma as well as joint and gastro-intestinal disorders (“Childhood Obesity Causes & Consequences”, 2016). Emotional risk factors such as anxiety, depression, and bullying are also associated with childhood obesity (“Childhood Obesity Causes…”). Risk factors associated with childhood obesity include eating high-calorie, low-nutrient foods, poor sleep habits, and lack of physical activity and sedentary lifestyles (“Childhood Obesity Causes…”). Making better diet choices along with better sleep habits and increased physical activity can help prevent and improve a child’s risk or existence of obesity (“Childhood Obesity Causes…”).
Country United States New Zealand
Describe the policy in each country related to the identified healthcare issue Multiple policies exist in the U.S., including bans on advertisements of fast food restaurants that target children, taxing beverages containing added calorie sweeteners, and incorporating after school activity programs (Ashe, et al., 2014).

 

 A program with three focuses and 22 initiatives under those focuses (“Childhood Obesity Plan”, n.d.). They concentrate on interventions for the already obese, support and education to those at risk, and approaches to make healthier choices easier for citizens (“Childhood Obesity Plan”). The minister also held a forum with processed food and beverage industries (“Childhood Obesity Plan”).
What are the strengths of this policy? The policy addresses all the key factors that are proven to lead to obesity. They are also federal programs which have a better chance at reaching the population than state policies (Swinburn, 2008).

 

 

 

 

 

 

 

 

 A very detailed program addressing multiple facets of obesity. Programs were created to place children who are identified as obese into a referral program (“Childhood Obesity Plan”). This program allows children and families access to information and education about how to eat health, get more physical activity, and improve health overall (“Childhood Obesity Plan”). It actually involves the children and their parents in activities they can enjoy together at least 60 minutes a day the majority of the days of the week (“Childhood Obesity Plan”). Education initiatives are included for healthcare providers and teachers to bring education to the community (“Childhood Obesity Plan”). Also, it addresses interventions for at risk groups such as gestational diabetes (“Childhood Obesity Plan”).
What are the weaknesses of this policy? It doesn’t account for economic effects. Studies show that lower income individuals have the highest occurrence of obesity (Ashe, et al.).

Lower income individuals usually have less access to public transportation with more fast food restaurants (Swinburn). Low income individuals usually have less ability, whether financial or geographical, to access fitness facilities (Swinburn).

Foods that help improve energy and are high in nutrition have a lower margin for marketing making it harder to reach the public (Swinburn). Research suggests that people are likely to choose things that provide instant gratification rather than focusing on long term benefits making it more difficult to create compliance of the public (Swinburn).

 

 

 There is an increased risk of placing a stigma on obese children by singling them out into programs (Swinburn). This can therefore increase risks of bullying and decreasing self-esteem by marking kids to place them into programs (Swinburn). Ultimately, parents make the final decisions on a child’s diet and ability to increase activity (“Childhood Obesity Plan”). If parents do not take the time and effort to increase quality of food and physical activity, children cannot control what they are exposed to at a young age.
Explain how the social determinants of health may impact the specified global health issue. (Be specific and provide examples) In the United States, parents and children are often express feeling busy or rushed all the time. They have little free time from jobs and activities. Busy schedules and long work hours make unhealthy eating habits an easy choice for meal planning and make finding time to exercise difficult. Also, the majority of obesity seen in the U.S. is in low income populations (Ashe, et al.). High nutrient foods are usually more expensive (Ashe, et al.). Parents may struggle with ability to afford healthier eating habits. Low income neighborhoods also have decreased access to places for physical activity (Ashe, et al.). Furthermore, children might not have the ability to increase activity due to parents working long hours or multiple jobs. Certain cultures place a stigma on social situations. Some cultures expect someone hosting dinner to over serve (Swinburn). Certain dishes eaten have a status or value placed on them and may not necessarily be high in nutrients (Swinburn). Also, guests may be inclined to over indulge due to societal implications believing eating a lot is a form of manners (Swinburn). These habits are influenced and learned by children from their parents. Certain cultures limit physical activity of women and girls based on it not being considered culturally appropriate (Swinburn).

 
How has each country’ government addressed cost, quality, and access to the selected global health issue? Taxes were applied to beverages that added calorie sweetness to their ingredients (Ashe, et al.). The U.S. Department of Agriculture’s (USDA) National Institute of Food and Agriculture (NIFA) funded 6.3 million toward projects to fight childhood obesity (National Institute of Food and Agriculture, n.d.). This funding is by means of the NIFA’s Agriculture and Food Research Initiative (AFRI) which was approved by the 2014 Farm Bill (National Institute of Food and Agriculture). In regard to access, the interventions in these policies are aimed at decreasing exposure to products that increase risk factors of obesity. However, increasing physical activity is not well identified in success of reaching those in lower income levels with poor access to facilities and programs. The WellPoint Foundation gave $3.2 million to strengthen the OASIS Institutes CATCH program which allows mentors to perform increased physical activity programs with children after school in efforts to spur healthy habits (National Institute of Food and Agriculture).

 

 

 

 

 

 Program focuses on populations where activity is low. Funding will be provided to research where involvement is low in order to increase activity in these areas (“Childhood Obesity Plan”). They established a health promotion foundation to fund programs and research (“Childhood Obesity Plan”). They are also created centers of excellence to monitor and evaluate the programs quality and effectiveness (“Childhood Obesity Plan”). Access as stated above, is focused on enrolling children in programs that are already obese (“Childhood Obesity Plan”).

 
How has the identified health policy impacted the health of the global population? (Be specific and provide examples) Setting an example by creating programs and policies to decrease obesity as well as working with the WHO will hopefully impact and influence other nations to do the same. They will see negative health impacts and the positive results formed from these interventions and in turn create policies to increase education and decrease access to poor quality nutrient foods.

 

 

 

 

 

 

 

 

 Through creation of policies, data results can be sent to the WHO as a guide to show other countries how to implement interventions that are cost effective and successful (“Preventing Chronic Disease: A Vital Investment”, n.d.). It markets an environment that focuses on healthy lifestyle and diet choices in the home as well as the community (“Preventing Chronic Disease: A Vital Investment”).

 

 

 
Describe the potential impact of the identified health policy on the role of nurse in each country. Medical costs for the obese are systematically higher than non-obese patient populations (“Foundation Funding To Prevent Obesity”, n.d.). Diseases linked to obesity cost approximately $147 billion (“Foundation Funding To Prevent Obesity”). Decreased childhood obesity will decrease future long term health risk as adults. Hopefully, decreased obesity for the future will decrease the occurrence of these health problems in the future.

 

 

 

 

 

 

 

 

 The guidelines for weight management in New Zealand provide evidence-based directions for managing obese children where nurses can use these tools to educate and support patients and families (“Childhood Obesity Plan”). The tools use the most up to date evidence that allows nurses and health care providers to monitor, assess, and manage obese patients (“Childhood Obesity Plan”).

 

 
Explain how global health issues impact local healthcare organizations and policies in both countries. (Be specific and provide examples) People travel around the world to obtain health care in the United States. Sometimes, people get sick during travels and end up in the hospital. Obesity as a worldwide health problem brings patients from around the world to healthcare organizations. These patients have higher occurrence of medical problems than the general public and as such have higher health care requirements.

 

 

 

 

 

 

 

 

 

 

 Obesity was on the rise globally before New Zealand enacted programs to improve childhood obesity rates. New Zealand had no data regarding childhood obesity until 2003 when national plans were developed (Swinburn). If New Zealand had acted earlier when trends across the world were showing increased rates of childhood obesity, they could have monitored children in the country and intervened with health measures before it became such a large epidemic in New Zealand as well (Swinburn).
General Notes/Comments  

 

 

 

 

 

 

 

 

  
     

 

 

 

 

 

 

 

 

A Plan for Social Change

 

 

 

The definition for obesity is not universal (Howard). However the problem still exists across the globe. Policies, laws, and regulations are necessary to create change and reduce obesity worldwide (Swinburn). Society across the globe has evolved. People tend to seek out opportunities to indulge in food for relaxation but have decreased efforts in work and physical activity (Swinburn). Lifestyles have become over burdened with tasks. People are on the go, always running to the next task. Technology has created a world where machines do simple tasks that man once had to complete. Food is more readily at our fingertips, but the quality and nutritional value of these products are falling (Swinburn). Energy-rich foods that are low in nutrients are readily available, highly marketed and provided at lower-costs (Swinburn). Children learn what they see and are taught by watching what adults around them do. Children are also driven by short term impulses and cannot focus on long term outcomes and benefits (Swinburn). Our environments’ promotes excessive energy intake but reduced physical exertion, therefore directly creating all the risk factors associated with obesity (Swinburn). It is our job as leaders and adults to create a better example and better environment. The worlds’ health is endanger from preventable disease such as obesity and it is vital that we take a global initiative by working with other nations and the WHO to improve quality of life and health. These changes must start at a local level. It is important for nurses to be visible leaders, advocating for change, and willing to take action. Advocacy for health programs that decrease media attention focusing on unhealthy habits, trends, and foods is essential. Taxation on unhealthy products, banning advertisements that promote unhealthy diet and habits, as well as promoting marketing and education to increase physical activity are necessary (Swinburn), In order for change to occur, policies will have to come down on encouraged bad habits and behaviors.

 

Role as a Nurse Leader

 

Globalization is the process of interaction among people and governments from different nations driven by investment with effects on the culture and physical well-being of people around the world (Milstead & Short, 2019). Nurses’ ability to effect change in policy is just as important as the ability to provide safe effective care to patients (Milstead & Short). Policy development brings about change and it is logical for nurses to participate in policy development in order to better patients care and outcomes (Milstead & Short). What effects one country, ties very closely to the effects right here in the U.S., in local communities. As a leader, it is vital to advocate for vulnerable populations. Obesity in children is a rising concern and this population is helpless without support and proper policies in place to decrease their risks and increase their quality of life. Influencing policy programs ensures the ability to impact and make a difference on this population. Ethical and legal responsibilities require nurses to act on behalf of patients and to protect their rights (Milstead & Short). Advocacy as a nurse offers an advancement in professional practice by allowing some control over patient outcomes (Milstead & Short).

Impact on the Local Practice and Role as Nurse Leader

 

Participation in policies and regulations increases the positive perspective by which nurses are viewed on a national and global level. Being actively involved increases knowledge and skill over time in order to better benefit patients (Milstead & Short). Global health issues identify how closely we all are tied together in this world (Edmonson, McCarthy, Adams, McCain, & Marshall, 2017). Borders are no longer defined by lines on maps (Edmonson, McCarthy, Adams, McCain, & Marshall). The ideas of boundaries create a false sense of protection (Edmonson, McCarthy, Adams, McCain, & Marshall). What happens in another country can directly impact the community and healthcare. Nurses are responsible to be educated on worldly diseases, situations, and policies in order to protect patients and the community. Childhood obesity is a very really problem in local communities that affect children’s health now as well as in the future. Nurses encounter the rise in comorbidities attributed to obesity in direct patient care. Action and advocacy to impose change is needed.

Contribution to Social Change

 

Leadership as a nurse begins as a student by encompassing what it means to ethical practice as a nurse and then continues throughout one’s career (Edmonson, McCarthy, Adams, McCain, & Marshall). Nursing associations can be key to influencing policy (Milstead & Short). Involvement in programs and policies that will decrease this epidemic through collaboration with nursing associations and governmental officials is a duty as a nurse. Nurses are able to make links for individuals to populations at a local and then global level (Edmonson, McCarthy, Adams, McCain, & Marshall). Nurses do more than directly care for patients, they educate and promote health and can create social changes by becoming actively involved in policy formation.

 

Conclusion

 

Obesity is driven by commercial capitalism and marketing (Swinburn). Obesity can be seen as a direct result of technological advancement and success (Swinburn). Government leadership is needed to create effective action in order to reduce obesity and its correlating inequalities (Swinburn). Children are at the mercy of adults and role models to make changes to their lives and society in order to increase their quality of life. Nurses have the ability to impact all factors of society (Milstead & Short). Nurses have the ability to bring their experiences and observations to policy formation regarding global health problems (Milstead & Short). Working with governmental officials at a local and global level are necessary to end worldwide childhood obesity.

 

References

 

Ashe, M., Barclay, R., Brownson, G., Kensin, J., Kristensen, A., Flottemesch, T., Maciosek, M.,

Sanchez, E., Stroy, M., & Teutsch, S. (2014, November). Reducing Childhood Obesity through U.S. Federal Policy: A Micro simulation Analysis. Retrieved May 6, 2019, from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4762259/

Childhood Obesity Causes & Consequences. (2016, December 15). CDC. Retrieved May 6,

2019, from https://www.cdc.gov/obesity/childhood/causes.html

Childhood Obesity Plan. (n.d.). Ministry of Health. Retrieved from May 5, 2019 from

https://www.health.govt.nz/our-work/diseases-and-conditions/obesity/childhood-obesity-plan

Edmonson, C., McCarthy, C., Adams, S., McCain, C., & Marshall, J. (2017, January). Emerging

Global Health Issues: A Nurse’s Role. 22 (1). Retrieved May 8, 2019, from http://ojin.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-22-2017/No1-Jan-2017/Emerging-Global-Health-Issues.html

Foundation Funding To Prevent Obesity. (n.d.). Retrieved May 6, 2019, from

https://www.healthaffairs.org/doi/full/10.1377/hlthaff.2013.0413

GHO | World Health Statistics data visualizations dashboard. (n.d.). Retrieved May 5, 2019,

from https://apps.who.int/gho/data/node.sdg

Howard, J. (2019, February 13). Where childhood obesity is highest in the world. Retrieved May

5, 2019, from https://www.cnn.com/2019/02/13/health/child-obesity-parenting-without-borders-intl/index.html

Milstead, J. A., & Short, N. M. (2019). Health policy and politics: A nurse’s guide (6th ed.).

Burlington, MA: Jones & Bartlett Learning.

National Institute of Food and Agriculture. (n.d.). Retrieved May 6, 2019, from

https://nifa.usda.gov/announcement/usda-announces-63-million-available-funding-combat-childhood-obesity

Preventing Chronic Disease: A Vital Investment. (n.d.) Retrieved May 6, 2019, from https://

www.who.int/chp/chronic_disease_report/full_report.pdf

Swinburn, B. (2008, June 05). Obesity prevention: The role of policies, laws and regulations.

Retrieved May 6, 2019, from https://anzhealthpolicy.biomedcentral.com/articles/ 10.1186/1743-8462-5-12

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Florida National University NUR3655

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Florida National University NUR3655

Course Reflection

Guidelines

Purpose

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN-BSN competencies acquired through the NUR3655 course.

Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes:

· This course will enable the student to identify and apply components of the different cultures (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration and patient-centered care).

· The students will be able to determine the impact of culture in health care (ACCN Essential I, II, V, VII; QSEN: safety, evidence-based practice, teamwork and collaboration and patient-centered care).

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

1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self-assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.

2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.

3. The length of the reflection is to be within three to six pages excluding title page and reference pages.

4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):

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).

a. Course Reflection

b. Conclusion

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 NUR3655 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:

 

1. “Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations.

2. Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems.

3. Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.

4. Use behavioral change techniques to promote health and manage illness.

5. Use evidence based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.

6. Use information and communication technologies in preventive care.

7. Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions.

8. Assess the health, healthcare, and emergency preparedness needs of a defined population.

9. Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations.

10. 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.

11. Participate in clinical prevention and population focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity.

12. Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.

13. 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. 24-25).

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) “Assess protective and predictive factors, including genetics, which influence the health of individuals, families, groups, communities, and populations.

(b) Conduct a health history, including environmental exposure and a family history that recognizes genetic risks, to identify current and future health problems.

(c) Assess health/illness beliefs, values, attitudes, and practices of individuals, families, groups, communities, and populations.

(d) Use behavioral change techniques to promote health and manage illness.

(e) Use evidence based practices to guide health teaching, health counseling, screening, outreach, disease and outbreak investigation, referral, and follow-up throughout the lifespan.

(f) Use information and communication technologies in preventive care.

(g) Collaborate with other healthcare professionals and patients to provide spiritually and culturally appropriate health promotion and disease and injury prevention interventions.

(h) Assess the health, healthcare, and emergency preparedness needs of a defined population.

(i) Use clinical judgment and decision-making skills in appropriate, timely nursing care during disaster, mass casualty, and other emergency situations.

(j) 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.

(k) Participate in clinical prevention and population focused interventions with attention to effectiveness, efficiency, cost-effectiveness, and equity.

(l) Advocate for social justice, including a commitment to the health of vulnerable populations and the elimination of health disparities.

(m) 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. 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
NUR3655 Course Reflection Guidelines.docx 03/13/2020 2

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The purpose of this assignment is to provide the student an opportunity to reflect on selected RN- BSN competencies acquired through the NUR3165 course.

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Due on week 15 August 16

Course Reflection Guidelines

Purpose

The purpose of this assignment is to provide the student an opportunity to reflect on selected RN- BSN competencies acquired through the NUR3165 course.

Course Outcomes

This assignment provides documentation of student ability to meet the following course outcomes:

  • –  The student will be able to produce a complete research paper.
  • –  The student will identify the research methods, sources and application in nursing practice.
    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

  1. The Course Reflection is worth 100 points (10%) and will be graded on quality of self- assessment, use of citations, use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
  2. Follow the directions and grading criteria closely. Any questions about your essay may be posted under the Q & A forum under the Discussions tab.
  3. The length of the reflection is to be within three to six pages excluding title page and reference pages.
  4. APA format is required with both a title page and reference page. Use the required components of the review as Level 1 headers (upper and lower case, centered):
    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).
    a. Course Reflection b. Conclusion

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 NUR3165 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:

1. “Explain the interrelationships among theory, practice, and research.
2. Demonstrate an understanding of the basic elements of the research process and models for

applying evidence to clinical practice.
3. Advocate for the protection of human subjects in the conduct of research.

  1. Evaluate the credibility of sources of information, including but not limited to databases and Internet resources.
  2. Participate in the process of retrieval, appraisal, and synthesis of evidence
    in collaboration with other members of the healthcare team to improve patient outcomes.
  3. Integrate evidence, clinical judgment, interprofessional perspectives,
    and patient preferences in planning, implementing, and evaluating outcomes of care.
  4. Collaborate in the collection, documentation, and dissemination of evidence.
  5. Acquire an understanding of the process for
    how nursing and related healthcare quality and safety measures
    are developed, validated, and endorsed.
  6. Describe mechanisms to resolve identified practice discrepancies between
    identified standards and practice that may adversely impact patient outcomes.” (p. 16).

Reference:
American Association of Colleges of Nursing [AACN]. (2008). The essentials of baccalaureate

education for professional nursing practice. Washington, DC: Author.

The Directions and Grading Criteria are at the end of the syllabus

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