Current Regis Time
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Make sure to review the assignment instructions for any required components that are not listed within the rubric.
| Criteria | Meets Expectations | Satisfactory | Needs Improvement | Inadequate | Total Points |
|---|---|---|---|---|---|
| Content and Focus | In addition to meeting the expectations, clear examples supported by course content and references articulate the relationship to the focus of the assignment along with the implications to the profession of nursing. Follows the assignment instructions around expectations for scholarly references. Uses scholarly resources that were not provided in the course materials. All instruction requirements noted. (40–36 points) |
Components of the visual assignment are topic focused and accurately and thoroughly presented via use of evidence- based practice, ethics, theory, and/or role content. Follows the assignment instructions around expectations for scholarly references. Most instruction requirements noted. (35–32 points) |
Components are mostly accurate and/or ideas may be overstated with minimal contribution to the subject matter. Minimal application to evidence- based practice, theory, or role development. Does not follow the assignment instructions around expectations for scholarly references. Only uses scholarly resources that were provided in the course materials. (31–28 points) |
Components do not relate to the topic of the assignment, but an attempt was made to articulate a relationship, or there is no attempt to explain how the content relates to the topic or why the sources were chosen. Absent application of evidence- based practice, theory, or role development. Demonstrates incomplete understanding of content and/or inadequate preparation. Does not follow the assignment instructions around expectations for scholarly references. Does not use scholarly resources. (27–0 points) |
40 |
| Use of Critical Thinking to Analyze, Synthesize, and Apply Knowledge | The student offers a clear analysis and synthesis of content with application of knowledge through robust use of scholarly citations with critical analysis of the content and the relationship to the profession of nursing. The knowledge gained from this assignment is synthesized to indicate a plausible path for utilization within professional practice. All instruction requirements noted. (40–36 points) |
The student provides evidence of synthesis of both assignment instructions and course content via application and demonstration of knowledge based on providing correct answers to all posed questions and use of scholarly resources. Synthesizes course content using course materials and scholarly resources to support required concepts by applying content for use in professional practice. Most instruction requirements noted. (35–32 points) |
Lacks clarification or new information. Scholarly reference supports the content without adding information or insight. Application of knowledge is limited, demonstrated by an incorrect answer to questions posed with limited analysis or synthesis of scholarly resources. Self-reflection is limited by only alluding to a practice application. Synthesis of course content is present but missing depth and or development. (31–28 points) |
Submission is primarily a summation of assignment with no further synthesis of course content or analysis of the scenario. The assignment does not demonstrate critical analysis of content and/or connection to sources, course content, or assignment instructions. Application of knowledge is insufficient due to two or more incorrect answers to questions posed. The student did not note an application to personal practice. Demonstrates incomplete understanding of content and or inadequate preparation. Submission is late. (27–0 points) |
40 |
| Formatting of Content and Voiceover (If Applicable) + Organization |
Content is presented in a visually appealing manner and within the assigned length. Voiceover (if applicable) provides a verbal narrative that has clear intonation, appropriate pace of speech, and interesting inflection and animation that easily grabs the viewers’ attention. All instruction requirements noted. Well-organized, visually appealing content with an obvious purpose for the presentation. Creativity, use of technology, and seamless flow of the presentation material is noted. All instruction requirements noted. (10–8 points) |
Submission length is as assigned. Voiceover (if applicable) provides a verbal narrative that has clear intonation, appropriate pace of speech, and interesting inflection and animation. Most instruction requirements noted. Presentation is clean, with minimal, if any, overuse of text. Organized content and purpose can be found within the presentation. Argument content is developed with minimal issues in content flow. If applicable, presentation notes are focused and allow for a seamless review of content. Applicable medium (e.g., slide theme, transitions, and fonts, etc.) are professional and consistent. (7–5 points) |
There is overuse of text. Submission length is incorrect (i.e.,
+/- one slide). Voiceover (if applicable) provides a verbal narrative that has intonation, pace, or inflection issues that are distracting and/or make the presentation unclear at times. Poor organization and or limited use of applicable technology interrupt the flow of ideas and distract from content. Purpose is vague or not reflective of assignment. One instruction requirement is vague or missing. There are three to four unique APA errors (4–3 points) |
There is a significant overuse of text causing distractions and difficulty understanding the presentation. Voiceover (if applicable) is difficult to understand and/or follow. Submission demonstrates inadequate preparation. Frequent illogical flow of ideas with unfocused, unorganized, and missing significant content. Purpose is missing. Prose rambles. Demonstrates incomplete understanding of content and/or inadequate preparation. Five or more unique APA errors. (2–0 points) |
10 |
| Grammar, Spelling, and APA Referencing | The writer correctly identifies reading audience, as demonstrated by appropriate language. Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word- usage errors. Correct and consistent APA formatting of citations as applicable. With no APA errors. (10–8 points) |
The writer demonstrates correct usage of formal English language in sentence construction. There are minimal or no grammar, punctuation, or word-usage errors. Correct and consistent APA formatting of citations as applicable. 1-2 unique APA errors. (7–5 points) |
The writer occasionally uses awkward wording and demonstrates a limited understanding of formal written language use but makes an attempt to convey the correct meaning. Multiple grammar, punctuation, or word usage errors. Three to four unique APA errors. (4–3 points) |
The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Five or more individual APA applicable type errors, or no attempt to format in applicable APA. (2–0 points) |
10 |
| Total points | 100 | ||||