Develop a rubric for a written learning activity. The learning activity must be a written assignment with no PowerPoint, oral, return demonstration, or simulation learning activities to be used.
REQUIREMENTS I ALSO INCLUDED AN EXAMPLE PLEASE NOPLAGARISM BECAUSE IT GETS TURNED IN AND CHECKED FOR PLAGARISM ON TURNITIN.COM TO CHECK THE PERCENTAGE.
Description of the Assignment
This assignment requires the student to develop a rubric for a written learning activity. The learning activity must be a written assignment with no PowerPoint, oral, return demonstration, or simulation learning activities to be used. You may select the focus of the learning activity to be within a nurse professional development or an academic setting.
Criteria for Content
Description of the learning activity required of learners: Within this section, provide the following required elements.
Identification of the purpose of written assignment
Description of the required WRITTEN learning activity
Identification of the level of the learner
Identification of practice setting of the learner (i.e., nurse professional development; academic)
Provide two learning outcomes for the required written assignment using Bloom’s revised taxonomy
Identification of content and format criteria for the WRITTEN learning activity: Within this section, provide the following required elements.
Identification of three content criteria for the written learning activity
Explain how each of the three content criteria contributes to the identified learning outcomes
Transfer each of the three content criteria to the rubric template
Identification of two format criteria for the written learning activity
Explain how each of the two format criteria contributes to the identified learning outcomes
Transfer each of the two format criteria to the rubric template
Identification of performance levels for the learning activity: Within this section provide the following required elements.
Identification of four performance levels for the written learning activity with a textual description
Identification of four performance levels for the written learning activity using numerical parameters
Descriptors of the required performance level are mutually exclusive
Placement of performance levels in the rubric template
Development of descriptors for each criterion at each level of performance for the learning activity: Within this section provide the following required elements.
Identification of descriptors for each criterion at each performance level
Identification of descriptors that are mutually exclusive
Identification of descriptions that are measurable
Add descriptors within the rubric template
PREPARING THE ASSIGNMENT
Criteria for Format and Special Instructions
The information related to the following sections is presented using a paragraph style. These sections are noted to be the following.
Description of the learning activity required of learners
The rubric for the written assignment is to be presented via the required template located within the Assignment area of NR537.
Rules of grammar, spelling, word usage and punctuation are followed and consistent with formal, scientific writing.
Requirements: as needed
Hospital-acquired Pneumonia Written Paper Rubric
Student Chamberlain Chamberlain University College of Nursing
NR 537: Assessment and Evaluation in Education Dr. Kellie Bassell
January 1, 2022
Hospital-acquired Pneumonia Written Paper Rubric
Rubrics are important for nurse educators to use because they provide clear and transparent expectations from the students (Stanley et al., 2020). Rubrics support learning outcomes and competencies, assisting students to succeed in class (Stanley et al., 2020). Rubrics encourage autonomy and self-assessment by allowing students to review ones’ work against the grading rubric (Stanley et al., 2020). The grading rubric also gives the educator a standardized and fair way to grade students and justifies why a grade was given to the student (Stanley et al., 2020). In this paper, a rubric for a written paper learning activity on hospital-acquired pneumonia (HAP) will be described in detail. This paper will list the expected learning outcomes for completion of the written activity, as well as provide details on how content area and format criteria will contribute to the learning outcomes. Lastly, an analytic grading rubric will be provided.
Description of the Learning Activity
The purpose of the written assignment is to use scholarly evidence-based research to identify the most common hospital-acquired infection: hospital-acquired pneumonia (Giuliano et al., 2018). New graduate nursing students will demonstrate to the nurse professional development specialist (NPDS) the knowledge gained from appraising research and policies by producing a compressive five-to-seven-page written assignment. The learning activity will require the student to use the current edition of the APA manual, scholarly resources, flow of content requirements, and use of a hospital policy.
Learning Activity
This assignment requires the student to develop a comprehensive written paper on hospital-acquired pneumonia. The paper must follow the current edition of the APA manual and
be a minimum of five but no longer than seven pages. The student will elaborate on ventilator- associated pneumonia and non-ventilator-associated pneumonia, including risk factors, signs and symptoms, diagnostic testing, medication and treatment interventions, and preventative quality initiatives. Assignment content will need to be developed using a minimum of three peer- reviewed scholarly resources and content criteria will need to flow.
Through successful completion of this assignment, the learner will:
Constuct a comprehensive written paper assignment on hospital-acquired pneumonia.
Appraise evidence-based research to formulate quality initiatives to prevent hospital-acquired pneumonia.
Content and Format Criteria for the Learning Activity
The written learning activity for hospital-acquired pneumonia (HAP) contains three required content areas: identification of HAP, diagnosis and management of HAP, and HAP prevention and policy development. The first content area, identification of HAP, requires the nurse to describe what HAP is, including comparing non-ventilator acquired pneumonia (NV- HAP) and ventilator-associated pneumonia (VAP). The nurse will identify four risk factors for a patient developing HAP and four signs and symptoms of HAP. The first content area contributes to learning outcome one because the content area requires the nurse to clearly describe HAP in detail, with the flow of content starting with the identification of patients at risk and identification of signs and symptoms of HAP. This content area contributes to learning outcome two because the nurse appraises and utilizes the evidenced-based research to identify those patients at risk so the nurse can formulate preventative nursing interventions.
The second content area, diagnosis and management of HAP, requires the nurse to identify four diagnostic tests for HAP, identify and describe four medication treatments of HAP, and identify and describe four complications of HAP. This content area contributes to learning outcome one because the nurse will further elaborate on intervention and management of HAP. This content area also contributes to learning outcome two because the nurse uses evidenced- based research to establish the gold standard for diagnosis and treatment of HAP. The evidence- based research can guide hospital policy development for the treatment of HAP.
The third content area, HAP prevention and policy development, requires the nurse to identify and describe four nursing interventions to prevent HAP, provide an example of any hospital policy to prevent HAP, and explain the importance of hospital quality initiatives in reducing hospital acquired infections. This content area contributes to learning outcome one because the nurse concludes the paper by providing detailed information on preventative measures to reduce HAP and therefore reduce hospital acquired infections. This content area also contributes to learning outcome two because the nurse appraises evidenced-based research on hospital policies and bundles that contribute to quality initiatives to prevent HAP.
There are two format criteria required for the written paper assignment, including format for the assignment and scholarly writing. The first format criteria require that the written assignment be presented in the following format: APA format, five to seven pages in length, and three minimal scholarly peer-reviewed articles under five years old. This format criterion contributes to learning outcome one because the content will show comprehension by following the APA format, starting with an introduction and ending with a conclusion. The page requirements contribute to a comprehensive written assignment because the nurse will have room to elaborate on the subject but also encourages the nurse to be concise. This format criterion
contributes to learning outcome two because the quality initiatives established for hospital HAP prevention will need to be based on evidence-based research.
The second format criteria, scholarly writing, require that the student follow the current edition of the APA manual for grammar, spelling, punctuation, and citation. This format criterion contributes to learning outcome one because if the nurse follows the APA format for scholarly writing, the paper will therefore be clear and concise. Scholarly writing format criteria also contribute to learning outcome two because the evidenced-based research utilized will need to be from a reputable source to be valid. To give credit for this scholarly source, evidenced-based research will also need to be properly cited using APA guidelines.
Week 5 Assignment: Hospital Acquired Pneumonia
Conclusion
Rubrics give nursing students and nurses clear directions and expectations required of them to succeed for a given assignment (Stanley et al., 2020). Rubrics need to be detailed and align with the learning outcomes for the course content. In this paper, the Hospital-acquired Pneumonia written paper learning activity has two learning outcomes: construct a comprehensive written paper assignment on hospital-acquired pneumonia and appraised evidence-based research to formulate quality initiatives to prevent hospital acquired pneumonia. This paper explained how the content areas and format criteria required in the rubric contributed to the learning outcomes. Lastly, this paper provided a descriptive analytic rubric outlining the content areas and format criteria required of the nurse, including a grade for each performance level. The nurse and the nurse professional development specialist can use the descriptive grading rubric to fairly and properly evaluate the learning activity.
References
Giuliano, K.K., Baker, D., & Quinn, B. (2018). The epidemiology of nonventilator hospital- acquired pneumonia in the United States. American Journal of Infection Control, 46(3), 322-327.
Stanley, D., Coman, S., Murdoch, D., & Stanley, K. (2020). Writing exceptional (specific, student and criterion-focused) rubrics for nursing studies. Nurse Education in Practice 49, 1-9.
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