NRS 410 : CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes

The article is published in the last 5 years, has a focus on an intervention or treatment tool for managing diabetes in adults or children. The article has direct application to nursing practice.

The article is published in the last 5 years, has a focus on an intervention or treatment tool for managing diabetes in adults or children. The article has general application to nursing practice.

The article is published in the last 5 years and has a general focus on an intervention or treatment tool for managing diabetes in adults or children. The article has some application to nursing practice.

The article fails to meet most of the assignment criteria; the article is not relevant to nursing practice.

The article is omitted or fails to meet the assignment criteria.

A thorough description of the intervention or treatment tool and the specific patient population used in the study is presented.

A description of the intervention or treatment tool and the specific patient population used in the study is presented. Minor detail is needed for clarity or accuracy.

A summary of the intervention or treatment tool and the specific patient population used in the study is presented. Some aspects require more detail for clarity. There are minor inaccuracies.

An incomplete summary of the intervention, or treatment tool, and the specific patient population used in the study is presented. There are significant gaps and inaccuracies.

Intervention, or treatment tool, and the specific patient population used in the study are omitted or inaccurate.

A thorough summary of the article is presented. The summary accurately presents the main idea for a specific patient population and the clinical findings, and clearly illustrates relevance to diabetes and nursing practice.

A summary of the article is presented. The summary presents the main idea for a specific patient population, the clinical findings, and the relevance to diabetes and nursing practice. Some detail or information is needed for clarity.

A summary of the article is presented. The summary generally presents the main idea for a specific patient population, the clinical findings, and the relevance to diabetes and nursing practice. There are some inaccuracies. More information is needed.

A partial summary of the article is presented. There are major omissions. The summary fails to accurately represent the main idea for a specific patient population, the clinical findings, or the relevance to diabetes and nursing practice.

The summary is omitted or fails to meet the assignment criteria.

A compelling explanation for why the psychological, cultural and spiritual aspects is important to consider for a patient who has been diagnosed with diabetes is presented. The explanation is well-developed and contains strong reasoning and rationale for support.

An explanation of why the psychological, cultural, and spiritual aspects is important to consider for a patient who has been diagnosed with diabetes is presented. The explanation contains adequate reasoning or rationale provided for support. Some detail is needed for clarity.

A general explanation of why the psychological, cultural and spiritual aspects is important to consider for a patient who has been diagnosed with diabetes is presented. The explanation contains some omissions and inaccuracies. General reasoning or rationale is provided for support.

A partial explanation of why the psychological, cultural, and spiritual aspects is important to consider for a patient who has been diagnosed with diabetes is presented. The explanation contains significant omissions and inaccuracies. Reasoning or rationale is not provided for support.

Explanation of why the psychological, cultural, and spiritual aspects are important to consider for patient who has been diagnosed with diabetes is omitted.

The content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

The content is written with a logical progression of ideas and supporting information exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.

The presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

The content is vague in conveying a point of view and does not create a strong sense of purpose. Includes some persuasive information.

The content lacks a clear point of view and logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.

The layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

The layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

The layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, or busy background detracts and does not enhance readability.

The layout shows some structure, but appears cluttered and busy or distracting with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, or lack of appropriate indentations of text.

The layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, or bold formatting is evident.

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.

Language is appropriate to the targeted audience for the most part.

Some distracting inconsistencies in language choice (register) or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.

Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.

Writer is clearly in control of standard, written, academic English.

Slides are largely free of mechanical errors, although a few may be present.

Some mechanical errors or typos are present, but they are not overly distracting to the reader.

Frequent and repetitive mechanical errors distract the reader.

Slide errors are pervasive enough that they impede communication of meaning.

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Sources are not documented.