NR 506 Week 7 Policymaker Electronic Presentation (Vaccination Rates for Children in Ingham County, Michigan) Recent

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS: NR 506 Week 7 Policymaker Electronic Presentation (Vaccination Rates for Children in Ingham County, Michigan) Recent

Having Trouble Meeting Your Deadline?

Get your assignment on NR 506 Week 7 Policymaker Electronic Presentation (Vaccination Rates for Children in Ingham County, Michigan) Recent completed on time. avoid delay and – ORDER NOW

Do My Paper

Policymaker Electronic Presentation
Guidelines and Grading Rubric
Purpose
The purpose of this assignment is to: (a) identify and reflect upon key concepts related to your policymaker visit (CO #3); (b) provide empirical evidence to support new insights gained regarding your policy issue and the policymaking process (CO #6); and (c) present ideas in a clear, succinct, and scholarly manner (CO #3).
Course Outcomes
This assignment enables the student to meet the following course outcomes:
(CO#1) Analyze application of theories to the development of policies that affect nursing and health care. (PO 9, 10)
(CO#3) Communicate with policymakers to advocate for effective policies that affect nurses and nursing, consumers, or the health care system. (PO 2,3, 10)
(CO#6) Investigate the interrelationship between policy decisions and evidence-based practice. (PO 4, 7 10)
Due Date:Sunday 11:59 p.m. MT at the end of Week 7
Total Points:275 points
Requirements
Assignment Criteria for Presentation
1. Describe your visit/presentation, including any PowerPoint presentation materials that you utilizedduring your policymaker visit. Limit these slides to five slides in this project (of the 15 total slides). This includes any handouts that you left with the policymaker.
2. Discuss the response of the policymaker to your message/ask/recommendation(s).
3. Reflect on the process, follow-up plans, insights gained about the issue and process, and support with evidence.
4. Describe possible future opportunities as a result of this meeting and their importance to nursing.
5. Provide concluding statements summarizingthe content.
6. Develop a 15-slide PowerPoint presentation with speaker notes in APA format, not including title and reference slides. Write speaker notes sufficient enough to enable someone to take over or give the presentation other than you.
Preparing the Presentation
After completing Policymaker Visit Ungraded Worksheet 3, develop an electronic presentation to describe, analyze, and reflect upon your policymaking visit. Include 5 slides from thePowerPoint presentation that you would have used during an actual policymaker visit. Include a minimum of five (5) classic or current references within the past 5 years that specifically support insights gained regarding your policy issue and the policymaking process.
Category Points % Description
Visit Description 50 18 Clearly describes the policymaking visit/presentation (includes no more than 5 slides from actual presentation)
Policymaker Response 50 18 Slides and speaker notes discuss responses of policymaker to your message/ask/recommendation(s).
Reflections on Process 50 18 Reflections on process (including supportive evidence), follow-up, and insights gained (issue and process) are clearly described in slide and speaker notes.
Future Opportunities 50 18 Describe possible future opportunities as a result of this meeting/presentation and their importance to nursing.
Conclusions 45 16 Concluding statements summarize content.
APA format 15 6 Slides, speaker notes, and references are completely consistent with APA format.
Presentation/Writing 15 6 Slide and speaker notes content are accurate.Presentation slides are professional in appearance and tone.Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work. Balance among space, words/graphics, and color is effective.
Total 275 100 A quality assignment will meet or exceed all of the above requirements.
Grading Rubric
Assignment Criteria Exceptional
(100%)
Outstanding or highest level of performance Exceeds
(88%)
Very good or high level of performance Meets
(80%)
Competent or satisfactory level of performance Needs Improvement
(38%)
Poor or failing level of performance Developing
(0)
Unsatisfactory level of performance
Content
Possible Points = 245 Points
Visit Description 50 Points 44 Points 40 Points 19 Points 0 Points
Clearly describes the policymaking visit/presentation (includes actual presentation) Description of visit/presentation has rare inaccuracy.
Description of visit/presentation lacks occasional important element or specificity.
Description of visit/presentation has multiple instances of inaccuracies or is not addressed Does not identify, define or describe the healthcare policy..
Policymaker Response 50 Points 44 Points 40 Points 19 Points 0 Points
Slides and speaker notes discuss response of policymaker to your message/ask/recommendation(s) and is clearly articulated.
Slides and speaker notes discussing policymaker response has rare inaccuracy.
Slides and speaker notes discussing policymaker response occasionally inaccurate or lacks occasional important elements or specificity.
Slides and speaker notes discussing policymaker response has multiple inaccuracies or lacks sufficient level of detail.
Slides and speaker notes do not discuss the policymaker response.
Reflections on Process 50 Points 44 Points 40 Points 19 Points 0 Points
Reflections on process (including supportive evidence), follow-up,and insights gained (issue and process) are clearly described in slide and speaker notes.
Reflection on process, supportive evidence, follow-up, and insights gained has rare inaccuracy within slides and speaker notes.
Occasionally inaccurate within slides and speaker notes or lacks occasional important elements or specificity.
Reflection on process, evidence, follow-up, and insights is inaccurate within slides and speaker notes or lacks sufficient detail.
There is no reflection on process.
Future Opportunities 50 Points 44 Points 40 Points 19 Points 0 Points
Clearly describes possible future opportunities as a result of this meeting and their importance to nursing.
Describes possible future opportunities as a result of this meeting and their importance to nursing with need for further detail or clarity.
Clearly describes possible future opportunities as a result of this meeting but no mention of importance to nursing.
Minimal description of possible future opportunities as a result of this meeting and no Discussion of importance to nursing.
Does not describe possible future opportunities or their importance to nursing.
Conclusion 45 Points 40 Points 36 Points 0 Points
Concluding statements summarize content in a clear and articulated manner.
Concluding statements summarizing content have rare inaccuracy or lack of minor details/clarity.
Concluding statements lack occasional important element or specificity.
Concluding statements have multiple instances of inaccuracies or little detail.
No conclusion.
Content Subtotal _____of 245 points
Format
Possible Points = 30 Points
APA format 15 Points 13 Points 12 Points 6 Points 0 Points
Slides, speaker notes, and references are completely are free from APA errors throughout.
There are 2-3 APA format errors.
There are 4-6 APA format errors.
There are 6-7 APA format errors.
Eight or more errors in APA, grammar, spelling and syntax and/or citations are missing
Presentation/Writing 15 Points 13 Points 12 Points 6 Points 0 Points
Slide and speaker notes content are accurate.Presentation slides are professional in appearance and tone. Rules of grammar, spelling, word usage, and punctuation are consistent with formal written work. Balance among space, words/graphics, and color is effective.
Presentations slides are professional in appearance and tone with rare exceptions.Slides are+1 of required number.Speaker notes contain presentation content with rare repetition of slides. Speaker notes lack minor detail or clarity.
Presentation slides are professional in appearance and tone with occasional areas needing improvements in style.Slides are+2 of required number.Speaker notes contain presentation content with occasional repetition of slides. Speaker notes lack detail or clarity.
Most presentation slides are not professional in appearance and tone with numerous areas needing improvements in style.Slides are+3 of required number.Speaker notes contain presentation content withmultiple repetitions of slides or lack significant detail.
Presentation includes numerous crowded slides and has no flow.
Format Subtotal _____of 30 points
Total Points _____of 275 points

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 506 Week 7 Policymaker Electronic Presentation (Vaccination Rates for Children in Ingham County, Michigan) Recent

Struggling to Meet Your Deadline?

Get your assignment on NR 506 Week 7 Policymaker Electronic Presentation (Vaccination Rates for Children in Ingham County, Michigan) Recent done on time by medical experts. Don’t wait – ORDER NOW!

Meet my deadline

APA Writing Checklist

Use this document as a checklist for each paper you will write throughout your GCU graduate program. Follow specific instructions indicated in the assignment and use this checklist to help ensure correct grammar and APA formatting. Refer to the APA resources available in the GCU Library and Student Success Center.

☐ APA paper template (located in the Student Success Center/Writing Center) is utilized for the correct format of the paper. APA style is applied, and format is correct throughout.

☐ The title page is present. APA format is applied correctly. There are no errors.

☐ The introduction is present. APA format is applied correctly. There are no errors.

☐ Topic is well defined.

☐ Strong thesis statement is included in the introduction of the paper.

☐ The thesis statement is consistently threaded throughout the paper and included in the conclusion.

☐ Paragraph development: Each paragraph has an introductory statement, two or three sentences as the body of the paragraph, and a transition sentence to facilitate the flow of information. The sections of the main body are organized to reflect the main points of the author. APA format is applied correctly. There are no errors.

☐ All sources are cited. APA style and format are correctly applied and are free from error.

☐ Sources are completely and correctly documented on a References page, as appropriate to assignment and APA style, and format is free of error.

Also Read: NR 506 Week 7 Policymaker Electronic Presentation Recent

Scholarly Resources: Scholarly resources are written with a focus on a specific subject discipline and usually written by an expert in the same subject field. Scholarly resources are written for an academic audience.

NR 506 Week 7 Policymaker Electronic Presentation (Vaccination Rates for Children in Ingham County, Michigan) Recent

Examples of Scholarly Resources include: Academic journals, books written by experts in a field, and formally published encyclopedias and dictionaries.

Peer-Reviewed Journals: Peer-reviewed journals are evaluated prior to publication by experts in the journal’s subject discipline. This process ensures that the articles published within the journal are academically rigorous and meet the required expectations of an article in that subject discipline.

Empirical Journal Article: This type of scholarly resource is a subset of scholarly articles that reports the original finding of an observational or experimental research study. Common aspects found within an empirical article include: literature review, methodology, results, and discussion.

Adapted from “Evaluating Resources: Defining Scholarly Resources,” located in Research Guides in the GCU Library.

☐ The writer is clearly in command of standard, written, academic English. Utilize writing resources such as Grammarly, LopesWrite report, and ThinkingStorm to check your writing.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

NR 506 Week 7 Policymaker Electronic Presentation (Vaccination Rates for Children in Ingham County, Michigan) Recent