Instructions<\/p>\n
At the conclusion of Week 6, you will have completed all of the ADPIE steps of program planning. In this assignment, you combine it all into a community plan.<\/p>\n
Inclusions:<\/p>\n
Introduction<\/p>\n
Integrate all previous assignments with revisions if necessary<\/p>\n
Definition of Community<\/p>\n
Windshield Survey<\/p>\n
Community Assessment<\/p>\n
Community Partners and Resources Community Health<\/p>\n
Diagnosis<\/p>\n
Objectives<\/p>\n
Identify the\u00a0intervention activities and resources\u00a0needed to achieve the objectives and accomplish the goal(s).\u00a0 Describe what you did for your project.<\/p>\n
Interventions must be specific and indicate:<\/p>\n
Who will implement the intervention?<\/p>\n
What, how, and when it will be implemented?<\/p>\n
How will people be notified of this?\u00a0<\/p>\n
(Consideration should be given to education space needed, educational materials needing to be developed, advertising, and activity promotion through TV or radio)<\/p>\n
Describe the proposed implementation of a project or activity.\u00a0 Include teaching, development of educational materials, etc.<\/p>\n
Include in an\u00a0appendix\u00a0any material you developed: pamphlets, pictures of posters, advertising material, etc.<\/p>\n
Propose an evaluation you would use to measure how you met the stated goal.<\/p>\n
How will the success of your interventions be evaluated?\u00a0\u00a0<\/p>\n
State what you might change to better accomplish the goal if it were not met. As you may remember from care planning, unmet goals usually need a change in interventions, or a change in the goal to be more realistic.<\/p>\n
Conclusion<\/p>\n
Additional Instructions:<\/p>\n
Reference page (minimum of 12 references)<\/p>\n
Final Paper 10 – 12 pages (not including title and reference page)<\/p>\n
APA format<\/p>\n
A title page and a reference page<\/p>\n
Please upload your completed assignment to this assignment area.\u00a0 This assignment is due by Sunday at 11:59pm.<\/p>\n
Estimated time to complete: 6-8 hours<\/p>\n
Rubric<\/p>\n
NSG323 Unit 6 Paper Rubric<\/p>\n
NSG323 Unit 6 Paper Rubric<\/p>\n
Criteria<\/p>\n
Ratings<\/p>\n
Pts<\/p>\n
This criterion is linked to a Learning OutcomeTopic<\/p>\n
10\u00a0pts<\/p>\n
Level 5<\/p>\n
Identifies a creative, focused, and manageable topic clearly addressing important points.<\/p>\n
9\u00a0pts<\/p>\n
Level 4<\/p>\n
Identifies a manageable topic that addresses important points.<\/p>\n
8\u00a0pts<\/p>\n
Level 3<\/p>\n
Identifies a focused topic that addresses important points.<\/p>\n
7\u00a0pts<\/p>\n
Level 2<\/p>\n
Identifies a topic that while doable, is too narrowly focused.<\/p>\n
6\u00a0pts<\/p>\n
Level 1<\/p>\n
Identifies a topic that is far too general and wide-ranging as to be doable.<\/p>\n
0\u00a0pts<\/p>\n
Level 0<\/p>\n
Does not clearly identify a topic or identifies a topic that is not relevant to the assignment.<\/p>\n
10\u00a0pts<\/p>\n
This criterion is linked to a Learning OutcomeExisting Knowledge, Research, and\/or Views<\/p>\n
30\u00a0pts<\/p>\n
Level 5<\/p>\n
Uses in-depth information from relevant sources representing multiple points of views (3 or more) or research aspects (3 or more).<\/p>\n
27\u00a0pts<\/p>\n
Level 4<\/p>\n
Describes in-depth information from relevant sources representing at least two points of view or research aspects.<\/p>\n
24\u00a0pts<\/p>\n
Level 3<\/p>\n
Explains information from relevant sources representing at least two points of view or research aspects.<\/p>\n
21\u00a0pts<\/p>\n
Level 2<\/p>\n
Relates information from relevant and irrelevant sources. No clear point of view(s) of approach(es) are identified.<\/p>\n
18\u00a0pts<\/p>\n
Level 1<\/p>\n
Tells information from irrelevant sources representing a single point of view or does not identify points of view or approaches.<\/p>\n
0\u00a0pts<\/p>\n
Level 0<\/p>\n
Information is irrelevant to the topic. No clear point of view\/approaches.<\/p>\n
30\u00a0pts<\/p>\n
This criterion is linked to a Learning OutcomeContent<\/p>\n
30\u00a0pts<\/p>\n
Level 5<\/p>\n
Demonstrates the ability to construct a clear and insightful problem statement\/thesis statement\/topic statement with evidence of all relevant contextual factors.<\/p>\n
27\u00a0pts<\/p>\n
Level 4<\/p>\n
Demonstrates the ability to construct a problem statement, thesis statement\/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.<\/p>\n
24\u00a0pts<\/p>\n
Level 3<\/p>\n
Begins to demonstrate the ability to construct a problem statement\/thesis statement\/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.<\/p>\n
21\u00a0pts<\/p>\n
Level 2<\/p>\n
Demonstrates a limited ability in identifying a problem statement\/thesis statement\/topic statement or related contextual factors.<\/p>\n
18\u00a0pts<\/p>\n
Level 1<\/p>\n
Demonstrates the ability to explain contextual factors but does not provide a defined statement.<\/p>\n
0\u00a0pts<\/p>\n
Level 0<\/p>\n
There is no evidence of a defined statement.<\/p>\n
30\u00a0pts<\/p>\n
This criterion is linked to a Learning OutcomeAnalysis<\/p>\n
25\u00a0pts<\/p>\n
Level 5<\/p>\n
Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.<\/p>\n
22.5\u00a0pts<\/p>\n
Level 4<\/p>\n
Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.<\/p>\n
20\u00a0pts<\/p>\n
Level 3<\/p>\n
Organizes and describes evidence according to patterns, differences, or similarities related to focus.<\/p>\n
17.5\u00a0pts<\/p>\n
Level 2<\/p>\n
Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.<\/p>\n
15\u00a0pts<\/p>\n
Level 1<\/p>\n
Describes evidence, but it is not organized and\/or is unrelated to focus.<\/p>\n
0\u00a0pts<\/p>\n
Level 0<\/p>\n
Lists evidence, but it is not organized and\/or is unrelated to focus.<\/p>\n
25\u00a0pts<\/p>\n
This criterion is linked to a Learning OutcomeConclusion<\/p>\n
15\u00a0pts<\/p>\n
Level 5<\/p>\n
Assembles a conclusion that is a logical interpretation from findings.<\/p>\n
13.5\u00a0pts<\/p>\n
Level 4<\/p>\n
Constructs a conclusion that is logical from inquiry findings.<\/p>\n
12\u00a0pts<\/p>\n
Level 3<\/p>\n
Identifies a conclusion specifically from and responds specifically to the findings.<\/p>\n
10.5\u00a0pts<\/p>\n
Level 2<\/p>\n
Produces a general conclusion that, because it is so general, also applies beyond the scope of the inquiry findings.<\/p>\n
9\u00a0pts<\/p>\n
Level 1<\/p>\n
States an ambiguous or unsupportable conclusion from findings.<\/p>\n
0\u00a0pts<\/p>\n
Level 0<\/p>\n
States an illogical conclusion from findings.<\/p>\n
15\u00a0pts<\/p>\n
This criterion is linked to a Learning OutcomeLimitations and Implications<\/p>\n
5\u00a0pts<\/p>\n
Level 5<\/p>\n
Insightfully discusses in detail relevant and supported limitations and implications.<\/p>\n
4.5\u00a0pts<\/p>\n
Level 4<\/p>\n
Examines relevant and supported limitations and implications.<\/p>\n
4\u00a0pts<\/p>\n
Level 3<\/p>\n
Discusses relevant and supported limitations and implications.<\/p>\n
3.5\u00a0pts<\/p>\n
Level 2<\/p>\n
Presents relevant and supported limitations and implications.<\/p>\n
3\u00a0pts<\/p>\n
Level 1<\/p>\n
Presents limitations and implications, but they are unsupported.<\/p>\n
0\u00a0pts<\/p>\n
Level 0<\/p>\n
Presents limitations and implications, but they are irrelevant.<\/p>\n
5\u00a0pts<\/p>\n
This criterion is linked to a Learning OutcomeWriting<\/p>\n
3\u00a0pts<\/p>\n
Level 5<\/p>\n
The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.<\/p>\n
2.7\u00a0pts<\/p>\n
Level 4<\/p>\n
The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication.<\/p>\n
2.4\u00a0pts<\/p>\n
Level 3<\/p>\n
The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.<\/p>\n
2.1\u00a0pts<\/p>\n
Level 2<\/p>\n
The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.<\/p>\n
1.8\u00a0pts<\/p>\n
Level 1<\/p>\n
The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.<\/p>\n
0\u00a0pts<\/p>\n
Level 0<\/p>\n
The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning.<\/p>\n
3\u00a0pts<\/p>\n
This criterion is linked to a Learning OutcomeAPA<\/p>\n
2\u00a0pts<\/p>\n
Level 5<\/p>\n
The required APA elements are all included with correct formatting, including in-text citations and references.<\/p>\n
1.8\u00a0pts<\/p>\n
Level 4<\/p>\n
The required APA elements are all included with minor formatting errors, including in-text citations and references.<\/p>\n
1.6\u00a0pts<\/p>\n
Level 3<\/p>\n
The required APA elements are all included with multiple formatting errors, including in-text citations and references.<\/p>\n
1.4\u00a0pts<\/p>\n
Level 2<\/p>\n
The required APA elements are not all included and\/or there are major formatting errors, including in-text citations and references.<\/p>\n
1.2\u00a0pts<\/p>\n
Level 1<\/p>\n
Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references.<\/p>\n
0\u00a0pts<\/p>\n
Level 0<\/p>\n
There is little to no evidence of APA formatting and\/or there are no in-text citations and\/or references.<\/p>\n
2\u00a0pts<\/p>\n","protected":false},"excerpt":{"rendered":"
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