| |
1
Unsatisfactory
0.00% |
2
Less than Satisfactory
75.00% |
3
Satisfactory
79.00% |
4
Good
89.00% |
5
Excellent
100.00% |
| 90.0 %Content |
|
| 30.0 %Lists Two Assessment Findings Characteristic of Each Age Group and Describes Two Potential Problems That a Nurse May Discover in an Assessment of Each Age Group for Each Pattern |
Two assessment findings characteristic of each age group and/or description of two potential problems that a nurse may discover in an assessment of each age group are not given. |
Two assessment findings characteristic of each age group and/or description of two potential problems that a nurse may discover in an assessment of each age group are incomplete, as relevant information is missing. |
Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given. |
Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given in detail. |
Two assessment findings characteristic of each age group and description of two potential problems that a nurse may discover in an assessment of each age group are given in detail and demonstrate thoughtful reflection. |
|
| 30.0 %Short Answer Question 1: Compares and Contrasts Identified Similarities as Well as Differences In Expected Assessment Across the Childhood Age Groups |
No compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered. |
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are incomplete, as relevant information is missing. |
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered. |
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered in detail. |
Compare and contrast viewpoints of identified similarities or differences in expected assessment across the childhood age groups are offered in detail and demonstrate thoughtful reflection. |
|
| 30.0 %Short Answer Question 2: Summarizes How a Nurse Would Handle Physical Assessments, Examinations, Education, and Communication Differently With Children Vs. Adults; Considers Spirituality and Cultural Differences |
No summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given. |
Summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given, but is incomplete, lacking relevant information, or does not consider spirituality and cultural differences. |
Summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given. Spirituality and cultural differences are addressed. |
Summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given. Spirituality and cultural differences are addressed. Summary is detailed. |
Summary of how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults is given. Spirituality and cultural differences are addressed. Summary is detailed and demonstrates thoughtful reflection. |
|
| 5.0 %Organization and Effectiveness |
|
| 5.0 %Mechanics of Writing (Includes spelling, punctuation, grammar, and language use.) |
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. |
Some mechanical errors/typos are present, but 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 |
|
| 5.0 %Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment.) |
No reference page is included. No citations are used. |
Reference page is present. Citations are inconsistently used. |
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. |
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. |
In-text citations and a reference page are complete. The documentation of cited sources is free of error. |
|
| 100 %Total Weightage |
|
|