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***TOPIC: DIFFERENT WAYS TO INTRODUCE CHANGE IN THE WORK PLACE
***DO NOT USE “I”. WRITE FROM NURSING LEADERSHIP VIEWPOINT
5 pages. Check for plagiarism.
***Please find attached the rubric.
***TOPIC: DIFFERENT WAYS TO INTRODUCE CHANGE IN THE WORK PLACE ***DO NOT USE “I”. WRITE FROM LEADERSHIP VIEWPOINT Leadership and Management Paper Grading Rubric (20 % of Total Grade) Criteria Poor 1 pt. Fair 2 pts. Good 3 pts. Excellent 4 pts. Introduction & Outline Not submitted; or the work does not link to nursing leadership in the introduction. Some of the main ideas of the work are pinpointed; the main ideas link directly to nursing leadership with 60-79% accuracy in the introduction. Most of the main ideas of the work link directly to nursing leadership with 80-89% accuracy in the introduction. The main ideas of the work link directly to nursing leadership with 90-100% accuracy in the introduction. Body Paragraphs Insufficient knowledge of the purpose, main ideas, and objectives; 60-69% accuracy; little or no use of outline. The paper indicates partial knowledge of the purpose, main ideas, and objectives with 70-79% accuracy. The paper indicates sufficient knowledge of the work’s purpose, main ideas, and objectives with 80-89% accuracy. The paper indicates fully developed, accurate and consistent knowledge of the purpose, main ideas and objectives with 90-100% accuracy. Conclusion Not submitted; or the paper omits necessary details and insufficiently includes relevant details with -60-69% accuracy. The paper partially omits some necessary details; includes some relevant details that encapsulate portions of the work with 70-79% accuracy. Paper omits most unnecessary details and includes a majority of the relevant details to encapsulate the work with 80-89% accuracy. The paper omits unnecessary details and includes relevant information to create concise, fully developed, and accurate encapsulation of the assignment with 90- 100% accuracy. Organization Not submitted; or the paper displays insufficient organization with no specific, clear, or logical manner; 60-69% accuracy. Paper has a partial organizational scheme—with 70-79% accuracy throughout. The summary is competently organized chronologically or sequentially in a logical manner with 80-89% accuracy. The summary is fully and accurately organized chronologically or sequentially in a logical manner representative of the original work with 90-100% accuracy. Writing Formatting APA Not submitted; or Insufficient development of sentence structure, grammar, spelling punctuation and formatting, with less than 60% accuracy; >15 errors. Partial development of sentence structure, grammar, spelling, punctuation and formatting/APA; >11 errors. Competent development of sentence structure, grammar, spelling, punctuation and formatting/APA; 6-10 errors Full and accurate development of sentence structure, grammar, spelling, punctuation and formatting/APA; 0-5 errors. Oral Presentation Grading Rubric (20% of Total Final Paper Grade) Criteria Excellent 4 pts Good 3 pts Fair 2 pts Poor 1 pt Points Earned Knowledge of Content Demonstrates full knowledge of content during presentation, does not read. Demonstrates knowledge of content most of the time during presentation, reads a little. Knowledge of content is evident sporadically, read more than 50% of the presentation. Does not demonstrate knowledge of content, read more than 80% of the presentation. Organization Organized and prepared for the presentation. Presented in a logical sequence. Organized most of the time during the presentation. Mostly presented in a logical sequence. Somewhat prepared and organized for the presentation. Connections attempted but not made clear. Does not appear to have prepared for the presentation. No organization demonstrated. Speech Speaks clearly, appropriate rate and volume, easy to understand no likes, um, ah, etc. Speaks clearly most of the time, rate is constant, volume fluctuates but is understandable, a few likes, um. Speaks clearly sometimes, audible most of the time, speech is rushed making it difficult to understand, uses fillers during pauses. Does not speak clearly, speaks too slow or too fast, difficult to hear, and difficult to understand, relies on fillers heavily. Mannerisms Good eye contact, appropriately animated, with excellent posture. Good eye contact most of the time, somewhat animated, with excellent posture. Inconsistent eye contact or with one or two people, limited animation, slumped posture. No eye contact, limited animation, poor posture, back to audience. Length Presentation within assigned time limit. Presentation too long. Presentation too short. Total Points Total Points earned from Process Paper (80%) Total Points earned from Oral Presentation (20%) Final Grade Delegation/Root Cause Analysis Assignment Grading Rubric (10% of Total Grade) Criterion 3 2 1 0 Identification of Main Issues/Problems Identifies and demonstrates a sophisticated understanding of the main issues/problems in the case study. Identifies and demonstrates an accomplished understanding of most of the issues/problems. Identifies and demonstrates an adequate understanding of some of the issues/problems in the case study. Does not identify or demonstrate an acceptable understanding of some of the issues/problems in the case study. Analysis and Evaluation of Issues/Problems Presents an insightful and a detailed analysis of all identified issues/problems; includes all necessary calculations. Presents a thorough analysis of most of the issues identified; missing some necessary calculations. Presents a superficial or incomplete analysis of some of the identified issues; omits necessary calculations. Presents no analysis of some of the identified issues; omits necessary calculations. Recommendations on Effective Solutions/Strategies Supports answers and opinions with strong arguments and well- documented evidence; presents a balanced and critical view; interpretation is both reasonable and objective. Supports answers and opinions with limited reasoning and evidence; presents a somewhat one-sided argument; demonstrates little engagement with ideas presented. Little action suggested and/or inappropriate solutions proposed to the issues in the case study. No action suggested and/or inappropriate solutions proposed to the issues in the case study. Links to Course Readings and Additional Research Makes appropriate and powerful connections between identified issues/ problems and the strategic concepts studied in the course readings and lectures; documents all sources of information. Makes appropriate but somewhat vague connections between identified issues/problems and concepts studied in readings and lectures; demonstrates limited command of the analytical tools studied; supplements responses with limited research. Makes the inappropriate or little connection between issues identified and the concepts studied in the readings; supplements answers, if at all, with incomplete research and documentation. Makes no connection between issues identified and the concepts studied in the readings, no supplements to answers, no research or documentation. Writing Mechanics Demonstrates clarity, conciseness, and correctness; formatting is appropriate, and writing is free of grammar and spelling errors. Less than 5 grammar or spelling errors, but still a clear presentation of ideas; lacks organization. Less than 10 grammar or spelling errors. Writing is unfocused, rambling, or contains serious errors, poorly organized and does not follow specified guidelines. Greater than 11 grammar or spelling errors. Writing is unfocused, rambling, or contains serious errors; poorly organized and does not follow specified guidelines. Formatting Guidelines Free of APA and citation error and uses 2 or more references, not including the textbook.*Board of Nursing for Delegation assignment) Less than 5 APA and citation errors, and/or uses 1 reference not including the textbook. Less than 10 APA and citation errors and/or uses only the textbook as a reference. Greater than 11 APA or citation errors. No APA or citations. No references. ATI Focused Review Grading Rubric (0% of total grade. See syllabus for explanation) Criteria 3 2 1 0 Learning Needs Included areas beyond identified critical learning needs Addressed all identified critical learning need areas Addressed two or more but not all identified critical learning need areas Addressed one or did not include any identified critical learning need areas Focus Content Provides concise, comprehensive, pertinent data and examples for critical learning need areas as well as self-identified learning needs Provides concise, comprehensive, pertinent data and examples for each identified critical learning needs area Provides somewhat clear but pertinent data and/or examples for critical learning need areas addressed Attempts to define data but is not clear. Provides weak or insufficient support of content for learning need area(s). Does not have grasp of content. References & Citations Correct APA citation with pages, and references ATI, content textbook, and at least one other resource for each critical learning need Correct APA citation with pages, and references ATI and content textbook Correct APA citation with or without pages, and references either ATI or the content textbook APA is incorrect and/or lacks citations and references
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