| |
1
Unsatisfactory
0.00%
|
2
Less than Satisfactory
75.00%
|
3
Satisfactory
79.00%
|
4
Good
89.00%
|
5
Excellent
100.00%
|
|
80.0 %Content
|
|
|
30.0 %Identification of Clinical Problem/Issue
|
Clinical problem/issue is not identified, and resolution is not addressed.
|
Clinical problem/issue is identified with little discussion of resolution or patient outcome.
|
Clinical problem/issue is identified but not supported with clinical observations or evidence. The identified problem/issue can be resolved, or a patient outcome shows minimal improvement.
|
Clinical problem/issue is identified based on clinical observation experience or evidence in literature. Articles are cited to support the need for change in nursing practice. The identified problem/issue can be resolved, or a patient outcome can be improved using nursing interventions.
|
Clinical problem/issue is identified based on key concepts that define evidence-based practice or clinical experience. Articles are cited to support the need for change in nursing practice. The identified problem/issue can be resolved, or a patient outcome can show a marked improvement through a nursing intervention.
|
|
30.0 %Clinical Problem/Issue, Including Description, Evidence-Based Solution, Nursing Intervention, Patient Care, Health Care Agency, and Nursing Practice
|
Clinical problem/issue is not described with clarity and the corresponding elements are not included.
|
Clinical problem/issue description includes a basic understanding of the problem/issue and setting, with few of the following elements explained: evidence-based solution, nursing intervention, patient care, health care agency, and nursing practice.
|
Clinical problem/issue description includes a basic understanding of the problem/issue, the setting, and the patient population. The following elements are explained: evidence-based solution, nursing intervention, patient care, health care agency, and nursing practice. Minimal rationale is provided to support the resolution of the clinical problem/issue.
|
Clinical problem/issue description includes a thorough understanding of the problem/issue, the setting, the patient population, and why it is a problem/issue. The following elements are explained in detail: evidence-based solution, nursing intervention, and patient care consistent with specific health care agency and nursing practice. Sound rationale is provided supporting the clinical problem/issue resolution.
|
Clinical problem/issue description includes a developed and thorough explanation of the problem/issue, the setting, the patient population, and the rationale for why it is a problem/issue. The identified clinical problem/issue explains the following elements with detail and clarity: evidence-based solution, nursing intervention, and improved patient care consistent with specific health care agency resulting in nursing practice change. Sound rationale is provided in the discussion of the clinical problem/issue resolution.
|
|
10.0 %PICOT Statement Focused on Resolution, Improvement, Application, and Intervention
|
PICOT statement does not focus on resolution of a problem/issue, improvement of patient care or application of a nursing intervention.
|
PICOT statement discusses a clinical problem/issue without a focus on improvement or intervention.
|
PICOT statement focuses on the resolution of a clinical problem/issue that improves patient care through the application of a nursing intervention.
|
PICOT statement focuses on the resolution of a clinical problem/issue, with discussion of improving patient care through the application of an evidenced-based nursing intervention.
|
PICOT statement clearly focuses on the resolution of a clinical problem/issue and aims at improving patient care through the application of an evidenced-based nursing intervention.
|
|
10.0 %PICOT Statement Including Population, Intervention, Comparison, Outcomes, and Time
|
Population, Intervention, Comparison, Outcomes, and Time are not included.
|
Population, Intervention, Comparison, Outcomes, and Time are present, but lack detail or are incomplete.
|
Population, Intervention, Comparison, Outcomes, and Time are present.
|
Population, Intervention, Comparison, Outcomes, and Time are clearly provided and well developed.
|
Population, Intervention, Comparison, Outcomes, and Time are comprehensive and thoroughly developed with supporting details.
|
|
15.0 %Organization and Effectiveness
|
|
|
5.0 %Presentation
|
Paper lacks any discernible overall purpose or organizing claim.
|
Thesis is insufficiently developed or vague. Purpose is not clear.
|
Thesis is apparent and appropriate to purpose.
|
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
|
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
|
|
5.0 %Argument Logic and Construction
|
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
|
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
|
Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
|
Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
|
Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
|
|
5.0 %Mechanics of Writing (includes spelling, punctuation, grammar, language use)
|
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
|
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
|
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
|
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
|
Writer is clearly in command of standard, written, academic English.
|
|
5.0 %Format
|
|
|
2.0 %Paper Format (use of appropriate style for the major and assignment)
|
Template is not used appropriately or documentation format is rarely followed correctly.
|
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
|
Template is used, and formatting is correct, although some minor errors may be present.
|
Template is fully used; There are virtually no errors in formatting style.
|
All format elements are correct.
|
|
5.0 %Format
|
|
|
3.0 %Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
|
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.
|
|
100 %Total Weightage
|
|
