Instructions
Collaborate with community members, community liaisons, and members of the health care team. Use the results of your Windshield Survey to do Community Assessment Data Generation (Using both narrative and tables).
Include the following information:
1. Introduction
2. People
· Number and density of population
· Demographic structure of populations
3. Community Health Status
· Vital statistics
· Disease incidence and prevalence for leading causes of mortality and morbidity
4. Structure
· Health facilities
· Health Care Providers
5. Analyze data to search for significant themes or trends
6. Conclusion
Additional Instructions:
· References (minimum of 5 current references)
· Minimum of 6-8 pages.
· APA format
Please review the rubric to ensure that your assignment meets criteria.
Estimated time to complete: 3 hours
Rubric
NSG323 Unit 3 Paper Rubric
NSG323 Unit 3 Paper Rubric |
Criteria | Ratings | Pts |
This criterion is linked to a Learning OutcomeTopic | 10 pts Level 5 Identifies a creative, focused, and manageable topic clearly addressing important points. | 9 pts Level 4 Identifies a manageable topic that addresses important points. | 8 pts Level 3 Identifies a focused topic that addresses important points. | 7 pts Level 2 Identifies a topic that while doable, is too narrowly focused. | 6 pts Level 1 Identifies a topic that is far too general and wide-ranging as to be doable. | 0 pts Level 0 Does not clearly identify a topic or identifies a topic that is not relevant to the assignment. |
| 10 pts |
This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and/or Views | 20 pts Level 5 Uses in-depth information from relevant sources representing multiple points of views (3 or more) or research aspects (3 or more). | 18 pts Level 4 Describes in-depth information from relevant sources representing at least two points of view or research aspects. | 16 pts Level 3 Explains information from relevant sources representing at least two points of view or research aspects. | 14 pts Level 2 Relates information from relevant and irrelevant sources. No clear point of view(s) of approach(es) are identified. | 12 pts Level 1 Tells information from irrelevant sources representing a single point of view or does not identify points of view or approaches. | 0 pts Level 0 Information is irrelevant to the topic. No clear point of view/approaches. |
| 20 pts |
This criterion is linked to a Learning OutcomeContent | 20 pts Level 5 Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors. | 18 pts Level 4 Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed. | 16 pts Level 3 Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial. | 14 pts Level 2 Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors. | 12 pts Level 1 Demonstrates the ability to explain contextual factors but does not provide a defined statement. | 0 pts Level 0 There is no evidence of a defined statement. |
| 20 pts |
This criterion is linked to a Learning OutcomeAnalysis | 20 pts Level 5 Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus. | 18 pts Level 4 Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus. | 16 pts Level 3 Organizes and describes evidence according to patterns, differences, or similarities related to focus. | 14 pts Level 2 Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities. | 12 pts Level 1 Describes evidence, but it is not organized and/or is unrelated to focus. | 0 pts Level 0 Lists evidence, but it is not organized and/or is unrelated to focus. |
| 20 pts |
This criterion is linked to a Learning OutcomeConclusion | 10 pts Level 5 Assembles a conclusion that is a logical interpretation from findings. | 9 pts Level 4 Constructs a conclusion that is logical from inquiry findings. | 8 pts Level 3 Identifies a conclusion specifically from and responds specifically to the findings. | 7 pts Level 2 Produces a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings. | 6 pts Level 1 States an ambiguous or unsupportable conclusion from findings. | 0 pts Level 0 States an illogical conclusion from findings. |
| 10 pts |
This criterion is linked to a Learning OutcomeLimitations and Implications | 5 pts Level 5 Insightfully discusses in detail relevant and supported limitations and implications. | 4.5 pts Level 4 Examines relevant and supported limitations and implications. | 4 pts Level 3 Discusses relevant and supported limitations and implications. | 3.5 pts Level 2 Presents relevant and supported limitations and implications. | 3 pts Level 1 Presents limitations and implications, but they are unsupported. | 0 pts Level 0 Presents limitations and implications, but they are irrelevant. |
| 5 pts |
This criterion is linked to a Learning OutcomeWriting | 3 pts Level 5 The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling. | 2.7 pts Level 4 The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication. | 2.4 pts Level 3 The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication. | 2.1 pts Level 2 The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication. | 1.8 pts Level 1 The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning. | 0 pts Level 0 The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning. |
| 3 pts |
This criterion is linked to a Learning OutcomeAPA | 2 pts Level 5 The required APA elements are all included with correct formatting, including in-text citations and references. | 1.8 pts Level 4 The required APA elements are all included with minor formatting errors, including in-text citations and references. | 1.6 pts Level 3 The required APA elements are all included with multiple formatting errors, including in-text citations and references. | 1.4 pts Level 2 The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references. | 1.2 pts Level 1 Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references. | 0 pts Level 0 There is little to no evidence of APA formatting and/or there are no in-text citations and/or references. |
| 2 pts |
Total Points: 90 |
