Nursing homework help
Instructions
The topics for this unit are finance, human resources, performance improvement, and technology – the business of healthcare.
ORDER A PLAGIARISM FREE PAPER NOW
You have been asked to speak to a group of students in nursing and other healthcare professions. You are assigned to talk about the importance of finance, human resources, performance improvement, and technology in relation to healthcare organizations today. Nursing homework help
- Create a Voice-Over PowerPoint presentation. You have been given 15-20 minutes. Plan on 1 slide for every 1-2 minutes of speaking time (10-15 slides).
- Include a title and reference slide (the number of slides above does not include title and reference slides)
- Include an introduction and conclusion slide
- Include appropriate citations on your slides
- Utilize the notes function to outline your talking points and provide additional facts that you will use for your presentation.
- Include a minimum of 4-5 scholarly references to support your presentation. References should be 5 years old or newer.
In general, PowerPoint presentations should have a limited number of bullet points on each slide to convey the main point of the slide. They should include images but they should be professional, the source cited and limited in number. It is usually helpful to start with the notes section for what you want to say instead of the slides. Once the notes section is completed, pull out your main points for the slides.
Submit your assignment by Sunday at midnight.
Rubric
NU530 Unit 3 Assignment – Presentation Rubric
| NU530 Unit 3 Assignment – Presentation Rubric |
| Criteria |
Ratings |
Pts |
| This criterion is linked to a Learning OutcomeExplanation (issue/problem/topic)
NU530-CO1; NU530-CO2 |
| 12 pts
Level 5
The issue/problem/topic to be considered critically is evaluated clearly and described comprehensively, delivering all relevant information necessary for full understanding. |
10 pts
Level 4
The issue/problem/topic to be considered critically is composed clearly and described comprehensively, delivering relevant information for full understanding. |
8 pts
Level 3
The issue/problem/topic to be considered critically is examined, described, and clarified, so that understanding is not seriously impeded by omissions. |
6 pts
Level 2
The issue/problem/topic to be considered critically is described but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown. |
3 pts
Level 1
The issue/problem/topic to be considered critically is related without clarification or description. |
0 pts
Level 0
The issue/problem/topic is related but ill-defined and/or illogically organized so that understanding is seriously impeded. |
|
12 pts |
| This criterion is linked to a Learning OutcomeEvidence (selecting and using information to investigate a point of view or conclusion)
NU530-CO1; NU530-CO2 |
| 12 pts
Level 5
Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive synthesis. Viewpoints of experts are questioned thoroughly. |
10 pts
Level 4
Information is taken from source(s) with adequate interpretation/evaluation to develop a coherent analysis. Viewpoints of experts are questioned. |
8 pts
Level 3
Information is taken from source(s) with some interpretation/evaluation to develop a coherent interpretation of information. Viewpoints of experts are subject to questioning. |
6 pts
Level 2
Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent explanation. Viewpoints of experts are accepted as mostly fact, with little questioning. |
3 pts
Level 1
Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts taken as fact without questioning. |
0 pts
Level 0
Viewpoints and information from experts are not identified. |
|
12 pts |
| This criterion is linked to a Learning OutcomeInfluence of context and assumptions
NU530-CO1; NU530-CO2; PRICE-R |
| 12 pts
Level 5
Thoroughly (systematically and methodically) analyzes own and others’ assumptions and carefully evaluates the relevance of contexts when presenting a position. |
10 pts
Level 4
Interprets own and others’ assumptions and evaluates the relevant context when presenting a position. |
8 pts
Level 3
Identifies own and others’ assumptions and several relevant contexts when presenting a position. |
6 pts
Level 2
Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others’ assumptions than one’s own (or vice versa). |
3 pts
Level 1
Demonstrates an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position. |
0 pts
Level 0
Does not demonstrate awareness of assumptions and/or does not identify relevant contexts when presenting a position. |
|
12 pts |
| This criterion is linked to a Learning OutcomeStudent’s position (perspective/thesis/hypothesis)
NU530-CO1; NU530-CO2; NU530-CO3; PRICE-P |
| 12 pts
Level 5
Specific position (perspective, thesis/ hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others’ points of view are synthesized within position (perspective, thesis/hypothesis). |
10 pts
Level 4
Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. |
8 pts
Level 3
Specific position (perspective, thesis/hypothesis) differentiates the complexities of an issue. Others’ points of view are acknowledged within position (perspective, thesis/hypothesis). |
6 pts
Level 2
Specific position (perspective, thesis/hypothesis) acknowledges differing views of an issue. |
3 pts
Level 1
Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious. |
0 pts
Level 0
No position (perspective, thesis/hypothesis) is stated. |
|
12 pts |
| This criterion is linked to a Learning OutcomeConclusion and related outcomes |
| 12 pts
Level 5
Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. |
10 pts
Level 4
Conclusions and related outcomes (consequences and implications) are logical and reflect student’s ability to place evidence and perspectives discussed in priority order. |
8 pts
Level 3
Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly. |
6 pts
Level 2
Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly. |
3 pts
Level 1
Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified. |
0 pts
Level 0
Conclusion is not tied to the information discussed and/or is not relative to the outcomes. |
|
12 pts |
| This criterion is linked to a Learning OutcomeWriting
NU530-CO1; PRICE-P |
| 7.5 pts
Level 5
The presentation exhibits a superior command of written English language conventions. The presentation has no errors in mechanics, grammar, or spelling. |
6 pts
Level 4
The presentation exhibits a strong command of written English language conventions. The presentation has no errors in mechanics, grammar, or spelling that impair the flow of communication. |
4.5 pts
Level 3
The presentation exhibits command of written English language conventions. The presentation has minor errors in mechanics, grammar, or spelling that impact the flow of communication. |
3 pts
Level 2
The presentation exhibits a limited command of written English language conventions. The presentation has frequent errors in mechanics, grammar, or spelling that impede the flow of communication. |
1.5 pts
Level 1
The presentation exhibits little command of written English language conventions. The presentation has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning. |
0 pts
Level 0
The presentation does not demonstrate a command of written English language conventions. The presentation has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty discerning the meaning. |
|
7.5 pts |
| This criterion is linked to a Learning OutcomeAPA
NU530-CO1; PRICE-I |
| 7.5 pts
Level 5
The required APA elements are all included with correct formatting, including in-text citations and references. |
6 pts
Level 4
The required APA elements are all included with minor formatting errors, including in-text citations and references. |
4.5 pts
Level 3
The required APA elements are all included with multiple formatting errors, including in-text citations and references. |
3 pts
Level 2
The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references. |
1.5 pts
Level 1
Several APA elements are missing. The errors in formatting demonstrate limited understanding of APA guidelines, in-text-citations, and references. |
0 pts
Level 0
There is little to no evidence of APA formatting and/or there are no in-text citations and/or references. |
|
7.5 pts |
Like this:
Like Loading...
