Question

RubricforPositionPaper1 APASamplepaper x

NSG 470
Profesisonal Activity Rubric

Level of Proficiency
Criteria Exemplary Accomplished Developing Beginning

Introduction Constructs well thought
introduction clearly preparing
reader for contents of paper. 10

Constructs introduction
preparing reader for contents
of paper. Main idea clear 8

Constructs introduction with
minimal preparation for contents
of paper. Main idea vague 7

Introduction disorganized. Main
idea vague or missing. 3: no
introduction earns a zero (0)

Identifies the
topic and the
ANA official
position

Well-stated complete
description of the topic and
ANA official position 10

Provides a simple description
of the topic and ANA official
position with little detail and
limited perspective. 8

Good description of the topic
and ANA official position with
identifiable gaps. 7

Disorganized discription with
multiple gaps. 3: no description of
topic and ANA position earns a
zero (0)

Compares and
Contrasts the
position with
another federal,
national, or
global
organization on
the same or

Well-stated, detailed
comparison and contrast with
other organization on the same
or similar position – well
discussed with supporting
evidence 10

Provides simple comparison
and contrast of the position
with another organization. 8

Compares or contrasts position
conveying little understanding
of official position and
applicability of the
organizations. 7

Poor analysis of how the
activity/nurse leader position
impacts nursing practice with
identifiable multiple gaps. 3: no
comparision and contrast earns a
zero (0)

Describes how
the selected
position supports
at least one
QSEN
competency and
relevant KSA’s

Well-stated description is
detailed including appropriate
competency and KSA;
examples given. 10

Description is superficial and
limited in scope and details of
the selected QSEN
competency and KSA. 8

Description conveys little
understanding of the official
position and selected QSEN
competency and KSA’s. 7

Poor description of how the
selected position supports QSEN
competencies. 3: no description of
QSEN and the ANA position earns
a zero (0)

NSG 470
Profesisonal Activity Rubric

Analyze the
impact of the
position on the
nursing profession
and the broader
public

Robust analysis of the impact
of the position on the nursing
profession and broader public –
examples (15)

Good analysis with gaps
addressing impact of the
position on the nursing
profession and broader public –
examples (12)

Superficial analysis of impact of
the position on the nursing
profession and broader public –
did not include information; few
to no examples (10)

Little to no analysis of the impact
of the position on the nursing
profession and the broader public –
examples irrelevant (5); Selection
of this criteria is due to plagiarism
throughout paper (0).

Discuss how a
coach leader
would promote
this position with
novice nurses.

Provides a complete discussion
of the coach leader and
promotion of the select position
with novice nurses (5)

Superficial discussion of the
coach leader, needs of the
noivce nurse, or inclusion of
the position (4.5)

Discussion lacks depth or no
inclusion of the coach leader
(3).

Selection of this criteria is due to
plagiarism throughout paper (0).

Conclusion Constructs well thought
conclusion clearly summarizing
contents of paper. 10

Constructs conclusion
summarizes contents of paper.
Main idea clear. 8

Constructs conclusion with
minimal summary of contents of
paper. Main idea vague 6

Conclusion disorganized. Main
idea vague or missing. 1; No
conclusion earns a zero (0)

Writing
Mechanics
(Spelling/standar
d Grammar/
organizational
flow of thoughts

___Provides logical flow of
content
___ Assignment is at least
checked using word processing
spelling and grammar tools
___ Assignment is also checked
visually for errors not detected
electronically ___ Syntax,
grammar, spelling, punctuation,
usage, mechanics, organization,
and clarity are at the highest
level 5

___Provides logical flow of
content
___ Assignment is at least
checked using word
processing spelling and
grammar tools
___ Few to several issues with
writing mechanics 4

___Flow of content with gaps.
___ Assignment shows evidence
of minimal review for spelling
and grammar errors ___
Multiple issues with writing
mechanics 3

___Flow of content poor. ___
Multiple issues with writing
mechanics and no evidence of
review 1

NSG 470
Profesisonal Activity Rubric

Attribution ___ All sources properly
attributed, no plagiarism,
paraphrasing and direct quotes
where appropriate 5

___ Sources properly
attributed, no plagiarism 4

___ Attribution present but
significantly incomplete, papers
contains plagiarism 2

___ No attribution which leads to
plagiarism 0; may result in paper
earning zero points.

APA format ___ Entire paper is double-
spaced with 1″ margins
___ 12 pt font, New Times
Roman
___ Correct running head
(header) with pagination
___ Title, name, school name
centered and double-spaced
(please also include course
number and title, date and
instructor’s name)
___ Length sufficient to
properly develop written
communication with respect to
the main idea, subtopics, etc.
(ca. 5-7 or perhaps a few more
pages)
10

___ Adheres to APA format
but lacks 1-2 elements 8

___ Adheres to a small number
of APA elements 6

___ Does not adhere to APA
elements 1

NSG 470
Profesisonal Activity Rubric

References &
Citations

___ References on separate
titled page (centered, bolded)
___ In correct APA format (all
information included and
appropriate for type of source)
___ Listed alphabetically
___ Hanging indent ___
Each source is cited at least
once and all cited sources are
included in references
___ All in-text citations
complete and correctly applied
10

___ References on separate
titled page (centered)
___ Not all in correct APA
format (all information
included and appropriate for
type of source)
___ Less than the following
(listed alphabetically; hanging
indent; minimum of four
credible, accurate and
appropriate sources; each
source is cited at least once
and all cited sources are
included in references,
citations complete and
correct) 8

___References present but
significantly incomplete,
unclear or otherwise minimally
acceptable 5

___ No references for unoriginal
work 0 – may result in a zero for
the entire paper.

1

2

Type My Title Here

Your Name

Course Code # – Course Name

Instructor Name

Due Date

Abstract

Type the word “Abstract” and center and bold it. Do not underline or italicize the word. Begin typing your information. There is no indentation for this paragraph. The abstract is on a page of its own. It is a summary of your paper and should not be any more than 150 to 250 words. Insert a page break when you finish typing the abstract to move to the next page

Type My Title Here

Introduction

This is the main body of your text with Level 1, 2 and 3 heading examples. Each paragraph should be indented ½ inch.

Level headings are used to organize your paper for readability by your instructor. Here is an example of Level 1, 2, and 3 headings.

Level One Header

This is an example of a Level 1 header. It is bolded and centered on its’ own line and each major word in the header is capitalized.

Level Two Header

The Level 2 header should not be indented, rather it is flush with the left margin and it is typed on its’ own line. It is bolded and the first letter of each major word should be capitalized.

Level Three Header

A Level 3 header is left justified, bolded and italicized. Only the first letter of each important word should be capitalized.

Conclusion

The word “Conclusion” is a Level 1 header so follow the instructions for typing a Level 1 header. Type your conclusion. Insert a page break when you finish typing the conclusion to move to the next page so you can begin typing your references.

References

Begin typing your references here. Don’t forget to use hanging indentations for each of your references. You can use the ruler to make that process easier. Make sure your references are in alphabetical order by the first author’s last name. Below are examples of references.

Coaster, P. R. (2012). Student survey on the use of textbooks. Higher Education Learning, 11(5), 7-10. https://doi:00.0000/000000000000

Coaster, P. R. (2015). Textbooks revisited. College and University Curriculum, 41, 18-31. https://doi:00.0000/000000000000

Karson, M. (2014). Electronic textbooks: Their pros and cons. http://www.websitename.ext