Perform the following tasks:
Review the provides article on “Failure to RespondLinks to an external site.”
Write an engaging and reflective paper that would be helpful for someone in the discipline wanting to learn about “Failure to Respond” and the associated trends in Nursing Education and Practice
Use the following as a checklist for the scholarly paper:
Use Times New Roman, 12 pt. font; 1-inch margins; double-spaced.
Consists of 800 to 1000 words in length
Citation and references are to follow the APA manual format
References should be no more than 5 years old
Sources:
Wikipedia (or similar sites) is not to be used as a reference
Taber’s and/or other medical dictionaries or encyclopedias are not to be used as references.
Include the following elements:
Title page (APA formatted title page).
Introduction
Background knowledge-brief summary of current knowledge on the “Failure to Respond” and Clinical-Decision Making in Nursing
Challenges imposed in practice
Intext citation present and appropriate
Literature Review
Literature searches for the topic on the web and in databases are limited to peer-reviewed professional nursing and medical journals, texts, and writings (no older than 5 years).
Uses literature to support claims, facts, and statistics.
Intext Citation present and appropriate.
Reflection
What are your views on change?
How will your practice be affected by the current changes and challenges associated with “Failure to Respond”?
How will you personally uphold the change efforts in practice?
Discussion/Implications/Conclusion
Proofread and edit the paper carefully, following the assignment rubric.
Use the plagiarism tool to check the summary against unintended plagiarism.
Spell check the paper and submit via Canvas.
Rubric
Writing Assignment: Failure to Respond Reflection
Writing Assignment: Failure to Respond Reflection
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeTopic Choice & Introduction
20 to >18.0 pts
Well-Done
Strong topic defined addressing the assignment prompts in a highly focused and inviting way. Reasons, details, facts relate to prompt in compelling, highly effective ways. Varied and subtle transitions enhance the flow of the piece. Strong conclusion Thorough plan with useful detail (when required).
18 to >14.0 pts
Above-Average
The topic is clearly focused on the assignment prompts. Reasons, details, facts directly relate to prompt. Effective transitions: interesting conclusion summarizes main idea. Clear, careful plan (when required).
14 to >9.0 pts
Acceptable
Attempts to define a topic. Reasons, details, facts mostly relate to prompts. Ineffective transitions. Weak, repetitive conclusion. Sketchy, inaccurate plan (when required).
9 to >0 pts
Unacceptable
Absent/unclear topic. Reasons, details, facts do not relate to prompt. No transitions. No or inappropriate conclusion. Little/ no plan (when required).
20 pts
This criterion is linked to a Learning OutcomeLiterature Review
45 to >41.0 pts
Well-Done
High quality information focuses on the prompts in engaging ways. Intriguing and/or compelling examples, evidence and explanations bring the topic to life. Prompt/task fully developed.
41 to >35.0 pts
Above-Average
All information is accurate and focused on task/topic. Examples/explanations support topic. Prompt/task developed consistently.
35 to >25.0 pts
Acceptable
Information sometimes repeated and/or wanders from prompt/task; may contain inaccuracies. Examples/explanations are incomplete; lacks detail. Prompt/task/topic inconsistently or not adequately developed.
25 to >0 pts
Unacceptable
Information inaccurate, inadequate, or omitted. Examples/explanations unclear or missing. Prompt/task not developed or may not be addressed.
45 pts
This criterion is linked to a Learning OutcomeReflection & Conclusion
20 to >18.0 pts
Well-Done
High quality information focuses on the prompt in engaging ways.
18 to >14.0 pts
Above-Average
All information is accurate and focused on task/topic. Examples/explanations support topic. Prompt/task developed consistently.
14 to >9.0 pts
Acceptable
Information sometimes repeated and/or wanders from prompt/task; may contain inaccuracies. Examples/explanations are incomplete; lacks detail. Prompt/task/topic inconsistently or not adequately developed.
9 to >0 pts
Unacceptable
Information inaccurate, inadequate or omitted. Examples/explanations unclear or missing. Prompt/task not developed or may not be addressed.
20 pts
This criterion is linked to a Learning OutcomeScholarly Writing, APA guidelines, Grammar, and Mechanics
15 to >13.0 pts
Well-Done
Writing is clear, accurate, and concise without errors in punctuation, grammar, spelling, sentence structure, and APA manual 7th edition publication guidelines. Supporting evidence-based research is superior, supports viewpoint and is rephrased in own words.
13 to >10.0 pts
Above-Average
Writing is clear, accurate, and concise with no more than 1-3 types of errors in punctuation, grammar, spelling, sentence structure, and APA manual 7th edition publication guidelines. Supporting evidence-based research supports viewpoint and most is rephrased in own words with minimal use of direct quotation.
10 to >7.0 pts
Acceptable
Writing is not clear, accurate, or concise with no more than 4-5 types of errors in punctuation, grammar, spelling, sentence structure, and APA manual 7th edition publication guidelines. Supporting evidence-based research is minimal in supporting viewpoint. Evidence-based research with minimal use of rephrasing into own words with some use of direct quotation.
7 to >0 pts
Unacceptable
Writing is not clear, accurate, or concise with 6 or more types of errors in punctuation, grammar, spelling, sentence structure, and APA manual 7th edition publication guidelines. Supporting evidence-based research is minimal to no use in supporting viewpoint. Evidence-based research with minimal to no rephrasing into own words with excessive use of direct quotation.
15 pts
