NRS 430 Topic 3 Assignment: Nursing History, Theories, and Conceptual Models

NRS 430 Topic 3 Assignment: Nursing History, Theories, and Conceptual Models

NRS 430 Topic 3 Assignment: Nursing History, Theories, and Conceptual Models

Topic 3: Nursing History, Theories, and Conceptual Models

Description

Objectives:

1. Describe how historical events and nursing leaders have influenced the practice of nursing.
   2. Evaluate the use of nursing theory in nursing practice.
   3. Evaluate the use of conceptual models in nursing practice.
   Study Materials

Course Code Class Code Assignment Title Total Points
NRS-430V NRS-430V-O503 CLC – Nursing Theory and Conceptual Model Presentation 150.0

Criteria Percentage Unsatisfactory (0.00%) Less than Satisfactory (75.00%) Satisfactory (79.00%) Good (89.00%) Excellent (100.00%)
Content 100.0%
Overview of Nursing Theory and Evidence for Efficacy of Model in Practice 15.0% Overview of the nursing theory is not presented. Demonstration for support of the efficacy of the model in nursing practice is omitted. An explanation of how the theory proves the conceptual model is not presented. A partial overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is not illustrated; or, evidence provided is not relevant. An unsupported explanation of how the theory proves the conceptual model is presented. There are significant inaccuracies. More information is needed A summary of the nursing theory is presented. General support for the efficacy of the model in nursing practice is presented, but more evidence is needed for support. A general explanation of how the theory proves the conceptual model is presented. There are some inaccuracies. An overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is presented. An explanation of how the theory proves the conceptual model is presented. There are minor inaccuracies. Some evidence or rationale is needed for support. A detailed overview of the nursing theory is presented. Support for the efficacy of the model in nursing practice is strongly demonstrated. A detailed explanation of how the theory proves the conceptual model is presented.

Incorporation of Four Metaparadigm Concepts Into Nursing Theory 10.0% Explanation of how the nursing theory incorporates the four metaparadigm concepts is omitted. A partial explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. There are inaccuracies. More information is needed. A summary of how the nursing theory incorporates the four metaparadigm concepts is presented. There are some inaccuracies. More information or detail is needed. An explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Some detail is needed for clarity. Overall, the explanation provides sound support. A through explanation of how the nursing theory incorporates the four metaparadigm concepts is presented. Compelling evidence is provided for support.

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Evidence-Based Examples to Demonstrate That the Nursing Theory Supports Nursing Practice 15.0% No examples are provided to demonstrate how the nursing theory supports nursing practice. The three examples used are not evidence-based, or they do not demonstrate how the nursing theory supports nursing practice. Only one or two examples are provided. Only one example is evidence-based. The examples provided do not fully demonstrate how the nursing theory supports nursing practice. Three examples are provided. At least two examples are evidence-based. The examples provided generally demonstrate how the nursing theory supports nursing practice. More relevant examples are needed. Three evidence-based examples are provided. Overall, the examples are relevant and demonstrate how the nursing theory supports nursing practice. Some additional evidence or rationale is required to fully demonstrate support. Three evidence-based examples are provided. The examples are relevant and clearly demonstrate how the nursing theory supports nursing practice. Strong rationale and evidence are offered that demonstrate support for each example.

Presentation of Content 40.0% The content lacks a clear point of view and logical sequence of information. Little persuasive information is included. Sequencing of ideas is unclear. The content is vague in conveying a point of view and does not create a strong sense of purpose. Some persuasive information is included. The presentation slides are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other. The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Persuasive information from reliable sources is included. The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

Layout 5.0% The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident. The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text. The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability. The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text. The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 5.0% Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately. Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. Language is appropriate to the targeted audience for the most part. The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly. The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Slide errors are pervasive enough that they impede communication of meaning. Frequent and repetitive mechanical errors distract the reader. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Slides are largely free of mechanical errors, although a few may be present. Writer is clearly in control of standard, written, academic English.

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.