NRS 493 Professional Capstone and Practicum

Planning is the key to successful completion of this course and program-related objectives. The Individual Success Plan (ISP) assignment requires early collaboration with the course faculty and your course preceptor. Students must establish a plan for successful completion of

The required 50 community direct clinical practice experience hours, 50 leadership direct clinical practice hours, and 25 indirect clinical experience hours.
Completion of work associated with program competencies.
Work associated with completion of the student’s capstone project change proposal.
Students will use the “Individual Success Plan” to develop an individual plan for completing practice hours and course objectives. As a part of this process, students will identify the number of hours set aside to meet course goals.

Student expectations and instructions for completing the ISP document are provided in the “NRS-493 Individual Success Plan” resource, located in the Study Materials and in the assignment instructions.

Students should apply concepts from prior courses to critically examine and improve their current practice. Students are expected to integrate scholarly readings to develop case reports that demonstrate increasingly complex and proficient practice.

After the ISP has been developed by the student and approved by the course faculty, students will initiate a preconference with the faculty and preceptor to review the ISP.

You are not required to submit this assignment to LopesWrite.

NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.

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Complete Contact Information
Student Information GCU
Name:
E-mail:
Phone Number:
Course Faculty Information GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information Practice Setting
Name:
E-mail:
Phone Number:

ISP Instructions

Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.

In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).

General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:

Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).

Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.

Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.

Topic Graded Assignment Indirect Clinical Assignments
Topic 1 1. Individual Success Plan

  1. Reflection Journal Entry
  2. List of potential topics for the change proposal
    Topic 2 1. Topic Selection Approval Paper
  3. Reflection Journal Entry
  4. Search the literature for supporting journal articles
  5. Summary of topic category; community or leadership

Topic 3 1. PICOT Question Paper

  1. Reflection Journal Entry
  2. List of objectives
    Topic 4 1. Literature Evaluation Table
  3. Reflection Journal Entry
  4. List of measurable outcomes
    Topic 5 1. Reflection Journal Entry 1. Summary of the strategic plan
  5. Midterm Evaluation Tool

Topic 6 1. Literature Review Table

  1. Reflection Journal Entry
  2. List of resources
    Topic 7 1. Reflection Journal Entry 1. Summary of the evaluation plan
  3. Remediation-if required

Topic 8 1. Benchmark Written Capstone Project Change Proposal

  1. Reflection Journal Entry

Topic 9 1. Reflection Journal Entry 1. Professional Presentation
Topic 10 1. Finalized ISP

  1. Scholarly Activity Summary
  2. Benchmark-Reflection Journal Summary
  3. Summary of presentation
  4. Final Clinical Evaluation Tool
  5. Practice Clinical Evaluation Tool-Agency
  6. Practice Clinical Evaluation Tool-Preceptor

Application-based Learning Course Assignments List of Current Course Objectives Assignment
Date Due

Self-Assessment:
Programmatic Domains & Competencies

(see Appendix A)

Self-Assessment:
GCU RN-to-BSN

University Mission Critical Competencies

(see Appendix A)

Date
Assignment

Completed

By typing in his/her signature below, the student agrees to have read, understood, and be accountable for the instructions, assignments, and hours shown above and that all questions have been satisfactorily answered by the faculty.

Preceptors will sign upon initial receipt and at the end of the course to confirm that assignments have been complete with your guidance.

Student Signature
Name:
Date:
Preceptor Signature [Upon Initiation of Course]
Name:
Date:
Preceptor Signature [Upon Completion of Course]
Name:
Date:

APPENDIX A:

GCU RN-to-BSN Domains & Competencies

University’s Mission Critical Competencies
How does this Individual Success Plan support the GCU Mission?
MC1: Effective Communication: Therapeutic communication is central to baccalaureate nursing practice. Students gain an understanding of their ethical responsibility and how verbal and written communication affects others intellectually and emotionally. Students begin to use nursing terminology and taxonomies within the practice of professional and therapeutic communication. Courses require students to write scholarly papers, prepare presentations, develop persuasive arguments, and engage in discussion that is clear, assertive, and respectful.

MC2: Critical Thinking: Courses require students to use critical thinking skills by analyzing, synthesizing, and evaluating scientific evidence needed to improve patient outcomes and professional practice.

MC3: Christian Worldview: Students will apply a Christian worldview within a global society and examine ethical issues from the framework of a clearly articulated system of professional values. Students will engage in discussion of values-based decisions made from a Christian perspective.

MC4: Global Awareness, Perspectives, and Ethics: The concept of global citizenship is introduced to baccalaureate students in the foundational curriculum. Some courses will focus on the human experience across the world health continuum. The World Health Organization (WHO) definitions of health, health disparities, and determinants of health are foundational to nursing practice.

MC5: Leadership: Students are required to develop skills and knowledge associated with their professional role. Courses require students to develop self-leadership skills such as time management, setting priorities, self-control, and evaluation of their abilities and performance.

Domains and Competencies
How does this Individual Success Plan support the Program Domains and Competencies?

Domain 1: Professional Role
Graduates of Grand Canyon University’s RN-BSN program will be able to incorporate professional values to advance the nursing profession through leadership skills, political involvement, and life-long learning.

Competencies:

1.1: Exemplify professionalism in diverse health care settings.

1.2: Manage patient care within the changing environment of the health care system.

1.3: Exercise professional nursing leadership and management roles in the promotion of patient safety and quality care.

1.4: Participate in health care policy development to influence nursing practice and health care.

1.5: Advocate for autonomy and social justice for individuals and diverse populations.

Domain 2: Theoretical Foundations of Nursing Practice
Graduates of Grand Canyon University’s RN-BSN program will have acquired a body of nursing knowledge built on a theoretical foundation of liberal arts, science, and nursing concepts that will guide professional practice.

Competencies:

2.1: Incorporate liberal arts and science studies into nursing knowledge.

2.2: Comprehend nursing concepts and health theories.

2.3: Understand and value the processes of critical thinking, ethical reasoning, and decision making.

Domain 3: Nursing Practice
Graduates of Grand Canyon University’s RN-BSN program will be able to utilize the nursing process to provide safe quality care based on nursing best practices.

Competencies:

3.1: Utilize the nursing process to provide safe and effective care for patients across the lifespan

3.2: Implement patient care decisions based on evidence-based practice.

3.3: Provide individualized education to diverse patient populations in a variety of health care settings.

3.4: Demonstrate professional standards of practice.

Domain 4: Communication/Informatics
Graduates of Grand Canyon University’s RN-BSN program will be able to manage information and technology to provide safe quality care in a variety of settings. In addition, graduates will be able to communicate therapeutically and professionally to produce positive working relationships with patients and health care team members.

Competencies:

4.1: Utilize patient care technology and information management systems.

4.2: Communicate therapeutically with patients.

4.3: Promote interprofessional collaborative communication with health care teams to provide safe and effective care.

Domain 5: Holistic Patient Care
Graduates of Grand Canyon University’s RN-BSN program will be able to provide holistic individualized care that is sensitive to cultural and spiritual aspects of the human experience.

Competencies:

5.1: Understand the human experience across the health-illness continuum.

5.2: Assess for the spiritual needs and provide appropriate interventions for individuals, families, and groups.

5.3: Provide culturally sensitive care.

5.4: Preserve the integrity and human dignity in the care of all patients.

Practice Experience Conference Form (Pre-Conference)

Pre-/mid-/ and post- conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in the RN-BSN Capstone and Practicum course. Conferences may be conducted face-to-face or via synchronous technology.

Overall Course Objectives:

This course provides students the opportunity to integrate what they have learned in the program in a practicum experience. Students are expected to integrate nursing knowledge, knowledge gained throughout the program, leadership, and advanced critical-thinking and problem-solving skills in the development of a comprehensive and professional capstone project change proposal.

Student Specific Objectives: Students are responsible for completing all experiences as mandated for program.

A pre-conference will occur prior to the start of the clinical practice experience. This meeting is intended for the student and preceptor to review course and student-specific learning objectives: the roles, responsibilities, and expectations of student and preceptor during this practicum experience. All faculty and preceptor contact information will be given to each party per the student. Any course or program information requested by the preceptor will be provided by the student. Faculty will review submitted document.

A mid-conference/evaluation will occur at the mid-point of the course. This meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the competencies in the clinical evaluation tool (CET). Progress toward completing the written capstone project change proposal will also be discussed with faculty recommendations for project development

A post-conference/evaluation will occur at the end of the practicum experience. This is intended for the student and preceptor to review and evaluate all competencies and validate that all areas are “at meets expectations” prior to progression. Faculty will provide final review and evaluation after conferring with preceptor.

Proposed Practicum Experience (Brief Description of Experience Identified by Student), Practicum goals/objectives reviewed in pre-meeting.

Preceptor contact information (email or phone): ___________________________

Preceptor Signature: ______________________ Date: ___

Student Signature: ________________________ Date: ___

Review progress towards meeting goals/ objectives with rationales provided to student at mid-term conference.

Preceptor Signature: ______________________ Date: ___

Student Signature: ________________________ Date: ___

Review progress towards meeting goals/ objectives with rationales provided to student at end of rotation.

Preceptor Signature: ______________________ Date: ___

Student Signature: ________________________ Date: ___

Students are required to submit weekly reflective narratives throughout the course that will culminate in a final, course-long reflective journal due in Topic 10. The narratives help students integrate leadership and inquiry into current practice.

This reflection journal also allows students to outline what they have discovered about their professional practice, personal strengths and weaknesses, and additional resources that could be introduced in a given situation to influence optimal outcomes. Each week students should also explain how they met a course competency or course objective(s).

In each week’s entry, students should reflect on the personal knowledge and skills gained throughout the course. Journal entries should address one or more of the areas stated below. In the Topic 10 graded submission, each of the areas below should be addressed as part of the summary submission.

New practice approaches
Interprofessional collaboration
Health care delivery and clinical systems
Ethical considerations in health care
Practices of culturally sensitive care
Ensuring the integrity of human dignity in the care of all patients
Population health concerns
The role of technology in improving health care outcomes
Health policy
Leadership and economic models
Health disparities
While APA style is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

NRS-493 Professional Capstone and Practicum Reflective Journal
No of Criteria: 13 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
1: Unsatisfactory
0.00 %
2: Less Than Satisfactory
75.00 %
3: Satisfactory
79.00 %
4: Good
89.00 %
5: Excellent
100.00 %
Group 1
100.0
New Practice Approaches
8.0
New practice approaches are not present.
New practice approaches are present, but they are incomplete or otherwise lacking in required detail.
New practice approaches are present. Some minor details or elements are missing, but the omissions do not impede understanding.
New practice approaches are present and complete. The submission provides the basic information required.
New practice approaches are present, complete, and incorporate additional relevant details and critical thinking to engage the reader.
Interprofessional Collaboration (C4.3)
8.0
Interprofessional collaboration information is not present.
Interprofessional collaboration information is present, but it is incomplete or otherwise lacking in required detail.
Interprofessional collaboration information is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Interprofessional collaboration information is present and complete. The submission provides the basic information required.
Interprofessional collaboration information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Health Care Delivery and Clinical Systems
8.0
Health care delivery and clinical systems information is not present.
Health care delivery and clinical systems information is present, but it is incomplete or otherwise lacking in required detail.
Health care delivery and clinical systems information is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Health care delivery and clinical systems information is present and complete. The submission provides the basic information required.
Health care delivery and clinical systems information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Ethical Considerations In Health Care (C2.3)
8.0
Information regarding ethical considerations in health care is not present.
Information regarding ethical considerations in health care is present, but it is incomplete or otherwise lacking in required detail.
Information regarding ethical considerations in health care is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information regarding ethical considerations in health care is present and complete. The submission provides the basic information required.
Information regarding ethical considerations in health care is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Practice of Culturally Sensitive Care (C5.3)
8.0
Information regarding the practice of culturally sensitive care is not present.
Information regarding the practice of culturally sensitive care is present, but it is incomplete or otherwise lacking in required detail.
Information regarding the practice of culturally sensitive care is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information regarding the practice of culturally sensitive care is present and complete. The submission provides the basic information required.
Information regarding the practice of culturally sensitive care is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.
Preservation of Integrity of Human Dignity in the Care of All Patients (C5.4)
8.0
Information regarding the preservation of integrity and human dignity in the care of all patients is not present.
Information regarding the preservation of integrity and human dignity in the care of all patients is present, but it is incomplete or otherwise lacking in required detail.
Information regarding the preservation of integrity and human dignity in the care of all patients is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete. The submission provides the basic information required.
Information regarding the preservation of integrity and human dignity in the care of all patients is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.
Population Health Concerns
8.0
Information regarding population health concerns is not present.
Information regarding population health concerns is present, but it is incomplete or otherwise lacking in required detail.
Information regarding population health concerns is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information regarding population health concerns is present and complete. The submission provides the basic information required.
Information regarding population health concerns is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Role of Technology in Improving Health Care Outcomes (C4.1)
8.0
Information on the role of technology in improving health care outcomes is not present.
Information on the role of technology in improving health care outcomes is present, but it is incomplete or otherwise lacking in required detail.
Information on the role of technology in improving health care outcomes is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information on the role of technology in improving health care outcomes is present and complete. The submission provides the basic information required.
Information on the role of technology in improving health care outcomes is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Health Policy
8.0
Health policy information is not present.
Health policy information is present, but it is incomplete or otherwise lacking in required detail.
Health policy information is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Health policy information is present and complete. The submission provides the basic information required.
Health policy information is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Leadership and Economic Models
8.0
Information on leadership and economic models is not present.
Information on leadership and economic models is present, but it is incomplete or otherwise lacking in required detail.
Information on leadership and economic models is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Information on leadership and economic models is present and complete. The submission provides the basic information required.
Information on leadership and economic models is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Health Disparities
8.0
Information on health disparities is not present.
Information on health disparities is present, but it is incomplete or otherwise lacking in required detail.
Information on health disparities is present Some minor details or elements are missing, but the omissions do not impede understanding.
Information on health disparities is present and complete. The submission provides the basic information required.
Information on health disparities is present, complete, and incorporates additional relevant details and critical thinking to engage the reader.
Outline of Overall Personal Discovery
8.0
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is not present
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present, but it is incomplete or otherwise lacking in required detail.
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present. Some minor details or elements are missing, but the omissions do not impede understanding.
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete. The submission provides the basic information required.
Outline of what student discovered about professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and how the student met the competencies aligned to this course is present and complete, and incorporates additional relevant details and critical thinking to engage the reader.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
4.0
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
Total Percentage 100
In collaboration with the approved course preceptor, students will identify a specific evidence-based topic for the capstone project change proposal. Students should consider the clinical environment in which they are currently employed or have recently worked. The capstone project topic can be a clinical practice problem, an organizational issue, a leadership or quality improvement initiative, or an unmet educational need specific to a patient population or community. The student may also choose to work with an interprofessional collaborative team.

Students should select a topic that aligns to their area of interest as well as the clinical practice setting in which practice hours are completed.

Write a 500-750 word description of your proposed capstone project topic. Include the following:

The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed.
A description (providing a high level of detail) regarding the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
Effect of the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project.
Significance of the topic and its implications for nursing practice.
A proposed solution to the identified project topic with an explanation of how it will affect nursing practice.
You are required to cite to a minimum of eight peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice. Plan your time accordingly to complete this assignment.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

RUBRIC
Attempt Start Date: 25-May-2020 at 12:00:00 AM

Due Date: 31-May-2020 at 11:59:59 PM
Maximum Points: 60.0

Topic 2 Rubric: Capstone Project Topic Selection and Approval
No of Criteria: 12 Achievement Levels: 5
Criteria
Achievement Levels
Description
Percentage
Unsatisfactory
0.00 %
Less Than Satisfactory
75.00 %
Satisfactory
79.00 %
Good
89.00 %
Excellent
100.00 %
Content
80.0
Project Topic for Focus of Change Proposal
5.0
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is omitted.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented but is largely incomplete.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is summarized. There are some omissions or inaccuracies. Some support is needed.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is presented. Minor aspects are unclear or require support.
The problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project that will be the focus of the change proposal is clearly and logically presented. Support and rationale are evident.
Setting or Context Where Project Topic Is Observed
10.0
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is omitted.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented but is largely incomplete.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is summarized. There are some omissions or inaccuracies. Some support is needed.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is presented. Minor aspects are unclear or require support.
The setting or context in which the problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project can be observed is logically presented. Support and rationale are evident.
Detailed Description of Project Topic
15.0
A description of the project topic is omitted.
A description of the project topic is presented but is largely incomplete.
A description of the project topic is presented. There are some omissions or inaccuracies. Some support is needed.
A description of the project topic is presented. Minor aspects are unclear or require support.
A detailed description of the project topic is clearly and logically presented. Support and rationale are evident.
Effect of Identified Problem or Issue
15.0
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is omitted.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented but is largely incomplete.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is summarized. There are some omissions or inaccuracies. Some support is needed.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is presented. Minor aspects are unclear or require support.
Effect of the identified problem or issue, intervention, quality initiative, educational need, or collaborative interprofessional team project is clearly and logically presented. Support and rationale are evident.
Topic Significance and Implications for Nursing Practice
15.0
Significance of topic and its implications for nursing practice is omitted.
Topic is presented but criteria are incomplete.
Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.
Topic and criteria are presented. Minor aspects are unclear or require support.
Topic and criteria are clearly and logically presented. Support and rationale are evident.
Proposed Solution for Identified Project Topic and Implications for Nursing Practice
15.0
A proposed solution to the identified project topic with an explanation of how it will affect nursing practice is omitted.
Topic is presented but criteria are incomplete.
Topic and most criteria are presented. There are some omissions or inaccuracies. Some support is needed.
Topic and criteria are presented. Minor aspects are unclear or require support.
Topic and criteria are clearly and logically presented. Support and rationale are evident.
Peer-Reviewed Articles
5.0
Fewer than six peer-reviewed articles are presented.
Fewer than seven peer-reviewed articles are presented. Overall, only five articles meet the assignment criteria.
Eight peer-reviewed articles are presented. Overall, only six articles meet the assignment criteria.
Eight peer-reviewed articles are presented. Overall, only seven articles meet the assignment criteria.
Eight peer-reviewed articles are presented, and each article clearly meets the assignment criteria.
Organization, Effectiveness, and Format
20.0
Thesis Development and Purpose
5.0
Paper lacks any discernible overall purpose or organizing claim.
Thesis is insufficiently developed or vague. Purpose is not clear.
Thesis is apparent and appropriate to purpose.
Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.
Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.
Argument Logic and Construction
5.0
Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.
Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.
Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.
Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)
5.0
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Writer is clearly in command of standard, written, academic English.
Paper Format (use of appropriate style for the major and assignment)
2.0
Template is not used appropriately, or documentation format is rarely followed correctly.
Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.
Template is used, and formatting is correct, although some minor errors may be present.
Template is fully used; There are virtually no errors in formatting style.
All format elements are correct.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
3.0
Sources are not documented.
Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
Sources are documented, as appropriate to assignment and style, and format is mostly correct.
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Total Percentage 100

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