Rubic_Print_Format.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| NUR-514 | NUR-514-O101 | Benchmark – Electronic Health Record Implementation Paper | 210.0 | |||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (80.00%) | Satisfactory (88.00%) | Good (92.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 70.0% | |||||||
| Key Information Needed in the Database to Track Opportunities for Care Improvement | 10.0% | A discussion of key information needed in the database to track opportunities for care improvement is not included. | A discussion of key information needed in the database to track opportunities for care improvement is present, but it lacks detail or is incomplete. | A discussion of key information needed in the database to track opportunities for care improvement is present. | A discussion of key information needed in the database to track opportunities for care improvement is clearly provided and well developed. | A comprehensive discussion of key information needed in the database to track opportunities for care improvement is thoroughly developed with supporting details. | ||
| Role Informatics Plays in the Ability to Capture This Data | 10.0% | A discussion of the role informatics plays in the ability to capture this data is not included. | A discussion of the role informatics plays in the ability to capture this data is present, but it lacks detail or is incomplete. | A discussion of the role informatics plays in the ability to capture this data is present. | A discussion of the role informatics plays in the ability to capture this data is clearly provided and well developed. | A comprehensive discussion of the role informatics plays in the ability to capture this data is thoroughly developed with supporting details. | ||
| The Systems and Staff Members that Would Need to Be Involved in the Design and Implementation Process and Team | 10.0% | A discussion of the systems and staff members that would need to be involved in the design and implementation process and team is not included. | A discussion of the systems and staff members that would need to be involved in the design and implementation process and team is present, but it lacks detail or is incomplete. | A discussion of the systems and staff members that would need to be involved in the design and implementation process and team is present. | A discussion of the systems and staff members that would need to be involved in the design and implementation process and team is clearly provided and well developed. | A comprehensive discussion of the systems and staff members that would need to be involved in the design and implementation process and team is thoroughly developed with supporting details. | ||
| Professional, Ethical, and Regulatory Standards That Must Be Incorporated Into the Design and Implementation of the System (5.2) | 10.0% | A discussion of professional, ethical, and regulatory standards that must be incorporated into the design and implementation of the system is not included. | A discussion of professional, ethical, and regulatory standards that must be incorporated into the design and implementation of the system is present, but it lacks detail or is incomplete. | A discussion of professional, ethical, and regulatory standards that must be incorporated into the design and implementation of the system is present. | A discussion of professional, ethical, and regulatory standards that must be incorporated into the design and implementation of the system is clearly provided and well developed. | A comprehensive discussion of professional, ethical, and regulatory standards that must be incorporated into the design and implementation of the system is thoroughly developed with supporting details. | ||
| How the EHR Team Would Ensure That All Order Sets Are Part of the New Record | 5.0% | A discussion of how the EHR team would ensure that all order sets are part of the new record is not included. | A discussion of how the EHR team would ensure that all order sets are part of the new record is present, but it lacks detail or is incomplete. | A discussion of how the EHR team would ensure that all order sets are part of the new record is present. | A discussion of how the EHR team would ensure that all order sets are part of the new record is clearly provided and well developed. | A comprehensive discussion of how the EHR team would ensure that all order sets are part of the new record is thoroughly developed with supporting details. | ||
| Communication of the Changes, Including Any Kind of Transition Plan | 5.0% | A discussion of how to communicate the changes, including any kind of transition plan, is not included. | A discussion of how to communicate the changes, including any kind of transition plan, is present, but it lacks detail or is incomplete. | A discussion of how to communicate the changes, including any kind of transition plan, is present. | A discussion of how to communicate the changes, including any kind of transition plan, is clearly provided and well developed. | A comprehensive discussion of how to communicate the changes, including any kind of transition plan, is thoroughly developed with supporting details. | ||
| Measures and Steps to Evaluate the Success of the EHR Implementation | 5.0% | A discussion of measures and steps to evaluate the success of the EHR implementation is not included. | A discussion of measures and steps to evaluate the success of the EHR implementation is present, but it lacks detail or is incomplete. | A discussion of measures and steps to evaluate the success of the EHR implementation is present. | A discussion of measures and steps to evaluate the success of the EHR implementation is clearly provided and well developed. | A comprehensive discussion of measures and steps to evaluate the success of the EHR implementation is thoroughly developed with supporting details. | ||
| Leadership Skills, Theories, and Styles to Employ for Collaboration on Interprofessional Teams Participating in the Legislative Process and Providing Evidence-Based, Patient-Centered Care (2.3) | 10.0% | A discussion of leadership skills, theories, and styles to employ for collaboration on interprofessional teams participating in the legislative process and providing evidence-based, patient-centered care is not included. | A discussion of leadership skills, theories, and styles to employ for collaboration on interprofessional teams participating in the legislative process and providing evidence-based, patient-centered care is present, but it lacks detail or is incomplete. | A discussion of leadership skills, theories, and styles to employ for collaboration on interprofessional teams participating in the legislative process and providing evidence-based, patient-centered care is present. | A discussion of leadership skills, theories, and styles to employ for collaboration on interprofessional teams participating in the legislative process and providing evidence-based, patient-centered care is clearly provided and well developed. | A comprehensive discussion of leadership skills, theories, and styles to employ for collaboration on interprofessional teams participating in the legislative process and providing evidence-based, patient-centered care is thoroughly developed with supporting details. | ||
| Required Sources | 5.0% | Sources are not included. | Number of required sources is only partially met. | Number of required sources is met, but sources are outdated or inappropriate. | Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content. | Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content. | ||
| Organization and Effectiveness | 20.0% | |||||||
| Thesis Development and Purpose | 7.0% | 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 | 8.0% | 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 progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that 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) or word choice are present. Sentence structure is correct but not varied. | 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. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||
| Format | 10.0% | |||||||
| Paper Format (Use of appropriate style for the major and assignment) | 5.0% | 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) | 5.0% | 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 Weightage |
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