You are tasked with presenting a comprehensive theory-based care plan for a 65-year-old patient, Mrs. Carter, who has been admitted for a stroke. Her

C2: Summative Assessment Rubric

Criteria

Ratings

This criterion is linked to a Learning OutcomeWriting Mechanics

MASTERYOnly minimal spelling, grammar, and/or punctation errors present (1-2 errors).  The overall sentence structure is well developed throughout, and paragraphs are fully developed with consistent style and clear communication.

PROFICIENTMinor spelling, grammar, and/or punctuation errors present, and/or sentence structure lacks minor elements of professional writing, and/or paragraphs are consistently developed. (3-4 errors)

DEVELOPINGMinimal spelling, grammar, and/or punctuation errors present, and/or sentence structure lacks elements of professional writing, and/or paragraphs are not consistently developed. (5-7 errors)

EMERGINGMultiple spelling grammar and/or punctuation errors present and/or sentence structure does not meet professional writing standards, and/or paragraphs are minimally developed. (more than 7-9 errors)

NOT EVIDENTSignificant spelling, grammar, and/or punctuation errors present, and/or sentence structure does not meet professional writing standards, and/or paragraphs are poorly developed. (10 or more errors

This criterion is linked to a Learning OutcomeSources

MASTERYThe use of sources was consistent throughout the document in all areas to support claims and/or statements in the artifact.

PROFICIENTIn most areas, sources were consistently used throughout the submission to support claims and/or statements in the artifact.

DEVELOPINGSources were occasionally used to support some claims and/or statements in the artifact, but statements were not consistently supported with sources throughout.

EMERGINGMinimal usage of sources present in the artifact, and/or the overall communication lacked appropriate research support.

NOT EVIDENTSources were not used to support major statements and/or claims, where needed in the artifact

This criterion is linked to a Learning OutcomeAPA formatting

MASTERYCitations, references, and formatting follow APA style guide, with only one or two minor errors.

PROFICIENTCitations, references, and formatting follow APA style guide, with more than 2 errors, but they are minor.

DEVELOPINGAPA style is demonstrated with some consistency, but the majority of the citation, references, and/or formatting is not correct.

EMERGINGFormatting, citations, and/or references, are attempted, but do not follow APA style guidelines consistently.

NOT EVIDENTFormatting, citations, and references are not included, or do not follow appropriate APA style guide.

This criterion is linked to a Learning OutcomeConceptual Clarity of Chosen Nursing Theory

MASTERYDemonstrates a deep understanding of the chosen theory, clearly defines key concepts, and explains their relevance to the clinical scenario in a comprehensive manner.

PROFICIENTClearly defines key concepts of the chosen theory and explains their relevance to the clinical scenario with minor gaps or some detail missing.

DEVELOPINGDefines some key concepts of the chosen theory but with limited explanation of their relevance to the clinical scenario.

EMERGINGProvides vague or incomplete definitions of key concepts and fails to clearly link them to the clinical scenario.

NOT EVIDENTThe chosen theory is not relevant to the clinical scenario or is not addressed at all.

This criterion is linked to a Learning OutcomeApplication of Analytical Skills to Theory-Based Interventions

MASTERYThe care plan is thoroughly developed with evidence-based, theory-guided interventions. Demonstrates advanced analytical skills in using both quantitative and qualitative methods for evaluation.

PROFICIENTThe care plan includes evidence-based interventions aligned with the theory, and the use of data-driven methods is clear, with some room for improvement in depth or explanation.

DEVELOPINGThe care plan includes basic interventions but lacks clear alignment with the chosen theory. Analytical methods are mentioned but are not fully explained or applied.

EMERGINGThe care plan is underdeveloped or lacks evidence-based interventions. Analytical methods are poorly explained or missing.

NOT EVIDENTInterventions are not based on the chosen theory, and there are no analytical methods applied.

This criterion is linked to a Learning OutcomeIntegration of Evidence-Based Practices

MASTERYEffectively integrates well-researched, evidence-based practices into the care plan, showing strong alignment with the theory and clinical goals.

PROFICIENTIntegrates evidence-based practices into the care plan, with minor gaps in alignment or justification with the theory or clinical goals.

DEVELOPINGMentions evidence-based practices but does not clearly integrate them into the care plan or they are poorly aligned with the theory.

EMERGINGLacks clear integration of evidence-based practices. The practices are either irrelevant or not well supported.

NOT EVIDENTNo evidence-based practices are integrated or mentioned in the care plan.

This criterion is linked to a Learning OutcomeLeadership and Organizational Impact

MASTERYProvides a comprehensive and insightful analysis of how nursing theories influence leadership and organizational outcomes, showing a clear understanding of team dynamics, communication, and patient care.

PROFICIENTAnalyzes leadership and organizational impact well, with some details missing or not fully explored. Demonstrates a solid understanding of team dynamics and the role of theory in leadership.

DEVELOPINGProvides a basic analysis of leadership, but lacks depth or clear connection to nursing theory and organizational outcomes.

EMERGINGLeadership analysis is unclear or superficial with little to no connection to nursing theory or organizational outcomes.

NOT EVIDENTNo analysis of leadership or organizational impact is provided.

This criterion is linked to a Learning OutcomeMethodologies for Analytical Assessment

MASTERYClearly and thoroughly describes quantitative and qualitative methodologies for evaluating the care plan’s effectiveness, with a detailed explanation of how data will be collected and analyzed.

PROFICIENTDescribes quantitative and qualitative methodologies with sufficient detail, though some aspects could be more fully explained or elaborated.

DEVELOPINGDescribes basic methodologies but lacks clarity or specificity in how they will be applied to evaluate the care plan.

EMERGINGMethods are vague or incomplete, with little explanation on how effectiveness will be assessed.

NOT EVIDENTMethodologies are missing or irrelevant.

This criterion is linked to a Learning OutcomePresentation development and delivery

MASTERYThe presentation was very well developed with clean slides and easy to follow. The speaker was clear, articulate, and had a good flow and presence.

PROFICIENTThe presentation and speaker were good, but had a few errors or weaknesses in the slides and the presenter was sometimes hard to hear or follow.

DEVELOPINGThe slides were developed, but not always easy to understand. The delivery was weak, and the speaker was hard to understand.

EMERGINGThe slides were hard to follow and the presenter wasn’t clear or understandable.

NOT EVIDENTThe presentation and / or recording were not provided.