- Discussion of how increasing level of education would affect competitiveness in current job market and personal role in the future of nursing is omitted.
- Summary of how increasing level of education would affect competitiveness in current job market and personal role in the future of nursing is presented but is incomplete.
- Goals and timeline for professional certification and advanced degrees are summarized. Reasons for wanting to attain the education are unclear.Overall, a general discussion of how increasing level of education would affect competitiveness in current job market and personal role in the future of nursing is presented. Some claims are not accurate or require further support or rationale.
- Discussion of how increasing level of education would affect competitiveness in current job market and personal role in the future of nursing is presented. There are inaccuracies. Some support or rationale is needed.
- A well-developed discussion of how increasing level of education would affect competitiveness in current job market and personal role in the future of nursing is presented. The claims are substantiated and realistic for the current job market.
Relationship of Continuing Nursing Education to Competency, Attitudes, Knowledge, and ANA Scope and Standards for Practice and Code of Ethics 20.0
- A discussion establishing the relationship of continuing education in nursing to competency, attitudes, knowledge, and the ANA Scope and Standards for Practice and Code of Ethics is omitted.
- An incomplete discussion establishing the relationship of continuing education in nursing to competency, attitudes, knowledge, and the ANA Scope and Standards for Practice and Code of Ethics is presented. A relationship has not been established.
- A summary partially establishing the relationship of continuing education in nursing to competency, attitudes, knowledge, and the ANA Scope and Standards for Practice and Code of Ethics is presented. More evidence or rationale is needed.
- A discussion generally establishing the relationship of continuing education in nursing to competency, attitudes, knowledge, and the ANA Scope and Standards for Practice and Code of Ethics is presented. Some minor evidence or rationale is needed.
- A well-supported discussion clearly establishing the relationship of continuing education in nursing to competency, attitudes, knowledge, and the ANA Scope and Standards for Practice and Code of Ethics is presented. The discussion demonstrates insight into the importance of education to the nursing profession.
Criteria 5 Mandatory Continuing Education Nursing 20.0
- A discussion of whether continuing nursing education should be mandatory is omitted.
- An incomplete summary of whether continuing nursing education should be mandatory is presented. The rationale and support for argument fail to support its claims.
- A summary of whether continuing nursing education should be mandatory is presented. The summary lacks some rationale or evidence-based support for the argument.
- A discussion of whether continuing nursing education should be mandatory is presented. Overall, rationale and evidence-based support for the argument is provided.
- A well-developed discussion of whether continuing nursing education should be mandatory is presented. Compelling rationale and evidence-based support for the argument is provided.
Organization, Effectiveness, and Format 20.0
- Thesis Development and Purpose 5.0
- Paper lacks any discernible overall purpose or organizing claim.
- Thesis is insufficiently developed or vague. Purpose is not clear.
- Thesis is apparent and appropriate to purpose.
- Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
- Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction 5.0
- Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
- Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
- Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
- Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
- Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0
- Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
- Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
- Some mechanical errors or typos are present, but they 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.
Paper Format (use of appropriate style for the major and assignment) 2.0
- Template is not used appropriately or documentation format is rarely followed correctly.
- Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
- Template is used, and formatting is correct, although some minor errors may be present.
- Template is fully used; There are virtually no errors in formatting style.
- All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0
- 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.
Total Percentage 100