Community Teaching Plan: Community Teaching Work Plan Proposal

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NRS 428 Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Community Teaching Work Plan Proposal

Hygiene is a critical component of healthy living practices of human life right from childhood to adulthood. However, lapses in hygiene are noted especially in hand washing approaches among students, teachers and parents which has led to unrestricted spread of germs. Due to this, there is a need to address the aspect of hand washing to sensitize people on the basics of hygiene and how to protect oneself from germs (Giddens, Caputi & Rodgers, 2019). Community teaching work plan proposal is one of the perfect guide to sensitize people on hygiene as well as develop prevention strategies to control the spread of infections. The present proposal delves into the importance of hand washing to guide in the prevention of infection in Shaman Oaks High school. Different approaches of hygiene will also be outlined to control the spread of germs not only among students, but also to teachers and parents.

Planning and Topic

Directions: Develop an educational series proposal for your community using one of the following four topics:

1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:
Estimated Time Teaching Will Last: 30 to 40 minutes	Location of Teaching: Urban High School (Shaman Oaks High)
Supplies, Material, Equipment Needed: Computer, Projector, PowerPoint Presentation, Screen, detailed paper handouts, pens, chalks, soap and hand sanitizers.	Estimated Cost: Materials such as screen, projector and computer were provided by the school. $45 is anticipated to be the cost of consumable items.
Community and Target Aggregate:School going children in the age range of 10 and 17 years most of whom are enrolled in the high school. Teachers in the high school and a representative or member of family for each child will also be enrolled on the program.
Topic:Primary Prevention/ Health Promotion: Importance of Hand Washing in Controlling Infections

Identification of Focus for Community Teaching:

School children engage in different activities and risky behaviors that predisposes them to health hazards. Hand hygiene is one of the simplest as well as the most effective method to prevent transmission of infectious agents such as diarrhea, common colds, food-borne illnesses and influenza (Dickie et al., 2018). Keeping hands clean is a major approach to control the spread of these infections in school going children, staff members and parents. According to the estimates from the Centers for Disease Control and Prevention (CDC), 52.2 million incidences of common cold affects U.S populations below the age of 17 years and this results in 22 million school days lost every year. Besides, about 5-20 percent of Americans acquire influenza but children remain the most vulnerable to serious complications of flu (Clark, Crandall & O’Bryan, 2018). Diarrhea as one of the common symptoms of infectious food-borne illnesses is ranked second after colds that disproportionately affect children leading to loss of approximately 25 days of school days each year. The condition also affects about 100 members of the population every year. Infections are readily spread from one person to another in school setting as people are in a close environment in addition to inadequate hand hygiene exacerbated by sharing of equipment and other supplies.

Epidemiological Rationale for Topic

In this topic, the epidemiological rationale is derived from the concept that hand washing using detergents reduces the risk of transmission of infections that cause diarrhea by 50% (Clark, Crandall & O’Bryan, 2018). CDC recommends that every person should routinely wash their hands using clean water and soap for about 15-20 seconds before one eats or prepares food, after sneezing or coughing, when one handles animals and after visiting a toilet (Dickie et al., 2018). Alternatively, one can use alcohol-based hand sanitizers or gel especially when soap and water are not available. These practices help to kill infectious agents and control the spread of germs from an infected person to healthy populations. Besides, effective hand washing reduces the risk of transmission of respiratory diseases by about 16% and therefore the spread of infections such as common cold, asthma attacks and dust pneumonia are controlled. Use of alcohol-based hand sanitizers for hand washing have significantly reduced the spread of germs by about 20%. Studies by Clark, Crandall and O’Bryan (2018) and Dickie et al., 2018 report that appropriate hand washing significantly reduce infections and absenteeism from school among children as they are less likely to develop respiratory or gastro-intestinal illnesses.

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note:  The teaching plan proposal developed in this assignment will be used to develop your Community Teaching Plan: Community Presentation due in Topic 5. You are strongly encouraged to begin working on your presentation once you have received and submitted this proposal.

Select one of the following as the focus for the teaching plan:

• Primary Prevention/Health Promotion
• Secondary Prevention/Screenings for a Vulnerable Population
• Bioterrorism/Disaster
• Environmental Issues

Use the “Community Teaching Work Plan Proposal” resource to complete this assignment. This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan proposal with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form with the provider. You will submit this form in Topic 5.

Benchmark Information

Registered Nurse to Bachelor of Science in Nursing

The benchmark assesses the following competency:

4.2 Communicate therapeutically with patients.

AttachmentsNRS-428VN-RS3-CommunityTeachingWorkPlTopic 3 DQ 1Compare vulnerable populations. Describe an example of one of these groups in the United States or from another country. Explain why the population is designated as “vulnerable.” Include the number of individuals belonging to this group and the specific challenges or issues involved. Discuss why these populations are unable to advocate for themselves, the ethical issues that must be considered when working with these groups, and how nursing advocacy would be beneficial.

Happy Week 3 Discussion

Vulnerable Populations in the United States

Although efforts to establish health equity and equality across all populations in the United, health disparities are quite prevalent. Reasonably, a substantial part of the United States population is vulnerable to conditions that arise from socio-economic factors. Notably, some populations face high rates of morbidity and mortality than others due to their socio-economic status (Talal et al., 2020). For example, individuals living in rural or poor neighborhoods experience health disparities, whereby accessibility to healthcare is limited, and prevailing infrastructure does not support changes. For example, racial minorities face health disparities, whereby they have low health insurance rates, and health issues associated with their environment are under-researched. These groups experience disparities in areas that contribute to a healthy population; for example, it is evident that education is intricately linked to health as a social determinant (Talal et al., 2020). Considering that vulnerable populations experience disparities in social determinants of health, it is imperative to view vulnerable groups as individuals who face inequity and inequalities in healthcare.

Racial minorities are an example of a vulnerable population in the United States. This group is vulnerable to various socio-economic issues, which hinder them from advocating equity in healthcare. For instance, despite racial minorities African-Americans making the largest racial minority (18.7% of the total population), they still face health disparities, whereby they have limited access to healthcare as compared to white Americans (Talal et al., 2020). This group cannot advocate due to underrepresentation in political positions and the systematic racial caste. Studies indicate that many African-Americans are uninsured or rely on public health systems. Advocacy of racial minorities faces an ethical dilemma. Some people argue that although all human beings should be treated with dignity, the healthcare system requires funds for smooth day-to-day operations (Talal et al., 2020). Thus, the healthcare system cannot guarantee foregone billing to achieve ethical obligations.

References

Talal, A. H., Sofikitou, E., U, J., Zeremski, M., Tobin, J. N., & Markatou, M. (2020). A framework for patient-centered telemedicine: Appplication and Lessons learned from vulnerable populations. Journal of Biomedical informatics, 112, 103622.

Topic 3 DQ 2

Bias refers to a multifaceted evaluation of one population or group and its members relative to another and can be exhibited directly or indirectly (Bucknor-Ferron & Zagaja, 2016). Implicit bias is not only detrimental because it is unjustifiable, but it can also contribute to disparities in health care. Community health nurses tend to have an unintended disconnect between their aspiration to provide equal patient care and the way their decision making is influenced by patients’ ethnicity, race, and socioeconomic status (Cuevas, O’Brien & Saha, 2017). A community health nurse can recognize bias, stereotypes, and implicit bias by talking with people in the community appropriately to enable one to learn more about an individual or a population (Bucknor-Ferron & Zagaja, 2016). By trying to understand the cultural differences, the community nurse can recognize any unconscious bias and start to overcome it.

Nurses can address the concepts of bias, stereotypes, and implicit bias by demonstrating empathy to patients and their circumstances in the community. This can be achieved by making an effort to understand people’s situations in the community to understand which health promotion activities would best suit them and those that are culturally competent (Bucknor-Ferron & Zagaja, 2016). Furthermore, nurses can hold training programs to educate each other about unconscious bias to help create an environment that promotes equal health promotion activities for all individuals in the community. Enhanced knowledge for nurses is key to raising awareness, acknowledging the existence of unconscious bias, and decreasing its prevalence during health promotion activities.

The strategies that I can employ to decrease cultural dissonance and bias to deliver culturally competent care include holding cultural competency training programs for health providers in the community (Cuevas, O’Brien & Saha, 2017). This can help address ethnic and racial disparities among healthcare providers and promote the provision of culturally sensitive care. Moreover, I can develop a checklist to assist in standardizing the health promotion activities provided to patients from all demographics and to ensure cultural competence (Bucknor-Ferron & Zagaja, 2016).

References

Bucknor-Ferron, P., & Zagaja, L. (2016). Five strategies to combat unconscious bias. Nursing2019, 46(11), 61-62.

Cuevas, A. G., O’Brien, K., & Saha, S. (2017). What is the key to culturally competent care: Reducing bias or cultural tailoring? Psychology & health, 32(4), 493–507. doi:10.1080/08870446.2017.1284221

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

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

Community Teaching Work Plan Proposal

Planning and Topic

Directions: Develop an educational series proposal for your community using one of the following four topics:

1. Bioterrorism/Disaster
2. Environmental Issues
3. Primary Prevention/Health Promotion
4. Secondary Prevention/Screenings for a Vulnerable Population

Planning Before Teaching:

Name and Credentials of Teacher:
Estimated Time Teaching Will Last:	Location of Teaching:
Supplies, Material, Equipment Needed:	Estimated Cost:
Community and Target Aggregate:
Topic:

Identification of Focus for Community Teaching (Topic Selection):

Epidemiological Rationale for Topic (Statistics Related to Topic):

Teaching Plan Criteria

Your teaching plan will be graded based on its effectiveness and relevance to the population selected. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Nursing Diagnosis:

Readiness for Learning: Identify the factors that would indicate the readiness to learn for the target aggregate. Include emotional and experiential readiness to learn.

Goal: Healthy People 2020 (HP2020) objective(s) utilized as the goal for the teaching. Include the appropriate objective number and rationale for using the selected HP2020 objective (use at least one objective from one of the 24 focus areas). If an HP2020 objective does not support your teaching, explain how your teaching applies to one of the two overarching HP2020 goals.

How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

Develop Behavioral Objectives (Including Domains), Content, and Strategies/Methods:

Behavioral Objective and DomainExample – Third-grade students will name one healthy food choice in each of the five food groups by the end of the presentation. (Cognitive Domain)	Content (be specific)Example – The Food Pyramid has five food groups which are….Healthy foods from each group are…. Unhealthy foods containing a lot of sugar or fat are….	Strategies/Methods(label and describe)Example – Interactive poster presentation of the Food  Pyramid. After an explanation of the poster and each food category, allow students to place pictures of foods on the correct spot on the pyramid. Also, have the class analyze what a child had for lunch by putting names of foods on the poster and discussing what food group still needs to be eaten throughout day.
1.	1.	1.
2.	2.	2.
3.	3.	3.
4.	4.	4.

Creativity: How was creativity applied in the teaching methods/strategies?

Planned Evaluation of Objectives (Outcome Evaluation): Describe what you will measure for each objective and how.

Planned Evaluation of Goal:  Describe how and when you could evaluate the overall effectiveness of your teaching plan.

Planned Evaluation of Lesson and Teacher (Process Evaluation):

Barriers: What are potential barriers that may arise during teaching and how will those be handled?

Therapeutic Communication

4.2 Communicate therapeutically with patients.

How will you begin your presentation and capture the interest of your audience? Describe the type of activity will you use with your audience to exhibit active listening? Describe how you applied active listening in tailoring your presentation to your audience? How will you conclude your presentation? What nonverbal communication techniques will you employ?

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal

Course Code   Class Code      Assignment Title        Total Points

HLT-362V      HLT-362V-OL191      Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal       100.0

Criteria            Percentage      Unsatisfactory (0.00%)           Less Than Satisfactory (80.00%) Satisfactory (88.00%) Good (92.00%)            Excellent (100.00%)

Content           80.0%

Planning and Topic     30.0%  The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted.     The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.       The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies.   The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity.  The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal Effectiveness of Teaching Plan Criteria         40.0%  Two or more of the assignment criteria are omitted.         More than one of the assignment criteria are omitted. Overall, the teaching plan is vague. Significant information is needed. One of the assignment criteria is omitted or, multiple criteria are incomplete. The teaching plan can be effective, but more information or rational is needed.         All assignment criteria are adequately completed. Some rational is needed for support or clarity. Overall, the teaching plan is effective.           All assignment criteria are thoroughly completed. Rational and detail is provided throughout.

Therapeutic Communication  (C 4.2 Communicate therapeutically with patients.)         10.0%  Therapeutic communication approach is omitted. Therapeutic approach is not demonstrated.    The teaching plan attempts to communicate with an activity; the activity is not appropriate for the teaching plan. It is unclear if active listening techniques were used to connect with the audience. A partial summary of how the interaction of the audience  is presented.It is unclear if nonverbal techniques were employed. More information is needed.         The teaching plan is communicated with an activity that generally uses active listening techniques to connect with the audience.  A summary of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that some nonverbal techniques were employed.    The teaching plan is communicated with an activity that uses active listening techniques to connect with the audience. How the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that the use of nonverbal techniques was employed.        The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience.  A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.

Organization and Effectiveness          15.0%

Organization of Proposal, Paragraph Development, and Transitions            10.0%  Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.            Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness.  Paragraphs are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.            A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.     Proposal is well-organized and logical.  Ideas progress and relate to each other.  Paragraph and transition construction guide the reader.

Criteria 2Mechanics 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.        Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness.  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.

Format 5.0%

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.

Topic 3 DQ 1

The World Health Organization defines vulnerability as the extent to which an individual, organization, or population is incapable of anticipating, coping with, resisting, and recovering from the impact of a disaster (Ashkin, 2018). Vulnerable populations consist of the economically disadvantaged, the uninsured, racial and ethnic minorities, low-income children, the homeless, elderly, people living with HIV, and people with chronic illnesses, including mental illnesses. These populations have a risk for disparate access to healthcare and outcomes as a result of cultural, economic, ethnic, or health characteristics (Ashkin, 2018). Besides, vulnerable populations tend to have illnesses that are aggravated by unreasonably inadequate healthcare.

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An example of a vulnerable population in the US is the homeless individuals. The homeless individuals are designated as vulnerable since they are economically disadvantaged, and their health and healthcare needs are exacerbated by social factors such as poverty, housing, and low-levels of education (Moxley & Abbas, 2016). According to a report by the US Department of Housing and Urban Development in 2017, there were approximately 554,000 people who were homeless on a single night in the country (Moxley & Abbas, 2016). The challenges faced by this population include lack of a regular source of care, having concurring conditions including behavioral health issues, such as substance use problems and depression and chronic medical conditions like asthma and hypertension (Ashkin, 2018). Besides, the streets are not a safe place to live, and hence they have a high risk of adverse health-related outcomes.

Homeless individuals are unable to advocate for themselves since a majority of them are poorly educated and may not be informed of their rights and how to present their concerns. Besides, they lack resources that are required for advocacy and to finance advocacy movements. Ethical considerations when working with homeless individuals include informed consent, confidentiality, safety, anonymity, and privacy (Yoshikawa, Whipps & Rojas, 2017). Besides, one must be careful when deciding the amount and type of information about the population that can be shared with others. Nursing advocacy would be beneficial for homeless individuals since it would help in addressing the health needs of the population. Nurses can advocate for uninsured, homeless individuals to receive quality primary healthcare to promote better health outcomes among the group (Yoshikawa, Whipps & Rojas, 2017). Besides, nursing advocacy can influence the local and state governments to provide housing facilities for the homeless to lower their risk of developing medical conditions.

References

Ashkin, E. A. (2018). Vulnerable populations. Chronic Illness Care (pp. 331-341). Springer, Cham.

Moxley, D. P., & Abbas, J. M. (2016). Envisioning libraries as collaborative community anchors for social service provision to vulnerable populations. Practice, 28(5), 311-330.

Yoshikawa, H., Whipps, M. D., & Rojas, N. M. (2017). Commentary: New directions in developmentally informed intervention research for vulnerable populations. Child development, 88(2), 459-465.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.

LopesWrite Policy

• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

• Communication is so very important. There are multiple ways to communicate with me: 
  • Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
  • Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal – Rubric

Collapse All Benchmark – Community Teaching Plan: Community Teaching Work Plan Proposal – RubricCollapse All

Planning and Topic

30 points

Criteria Description

Planning and Topic

5. Excellent

30 points

The teaching plan is based on an approved topic. The epidemiological rational is well-supported and relevance to the topic is demonstrated.

4. Good

27.6 points

The teaching plan is based on an approved topic. The epidemiological rational needs some detail for accuracy or clarity.

3. Satisfactory

26.4 points

The teaching plan is based on an approved topic. The epidemiological rational is unclear. There are some inaccuracies.

2. Less Than Satisfactory

24 points

The teaching plan is based on an approved topic. The epidemiological rational contains significant inaccuracies.

1. Unsatisfactory

0 points

The chosen topic is not one of four approved topics. The epidemiologic rationale is omitted.

Effectiveness of Teaching Plan Criteria

40 points

Criteria Description

Effectiveness of Teaching Plan Criteria

5. Excellent

40 points

All assignment criteria are thoroughly completed. Rational and detail is provided throughout.

4. Good

36.8 points

All assignment criteria are adequately completed. Some rational is needed for support or clarity. Overall, the teaching plan is effective.

3. Satisfactory

35.2 points

One of the assignment criteria is omitted or, multiple criteria are incomplete. The teaching plan can be effective, but more information or rational is needed.

2. Less Than Satisfactory

32 points

More than one of the assignment criteria are omitted. Overall, the teaching plan is vague. Significant information is needed.

1. Unsatisfactory

0 points

Two or more of the assignment criteria are omitted.

Therapeutic Communication (B)

10 points

Criteria Description

Therapeutic Communication (C4.2)

5. Excellent

10 points

The teaching plan is communicated with an activity that uses clear active listening techniques to connect with the audience. A clear description of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan thoroughly describes nonverbal techniques that were employed, such as eye contact, appropriate dress for the setting, facial expressions, and voice intonation.

4. Good

9.2 points

The teaching plan is communicated with an activity that uses active listening techniques to connect with the audience. How the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that the use of nonverbal techniques was employed.

3. Satisfactory

8.8 points

The teaching plan is communicated with an activity that generally uses active listening techniques to connect with the audience. A summary of how the attention of the audience was captured and how the presentation was concluded is presented. The teaching plan indicates that some nonverbal techniques were employed.

2. Less Than Satisfactory

8 points

The teaching plan attempts to communicate with an activity; the activity is not appropriate for the teaching plan. It is unclear if active listening techniques were used to connect with the audience. A partial summary of how the interaction of the audience is presented.It is unclear if nonverbal techniques were employed. More information is needed.

1. Unsatisfactory

0 points

Therapeutic communication approach is omitted. Therapeutic approach is not demonstrated.

Organization of Proposal, Paragraph Development, and Transitions

10 points

Criteria Description

Organization of Proposal, Paragraph Development, and Transitions

5. Excellent

10 points

Proposal is well-organized and logical. Ideas progress and relate to each other. Paragraph and transition construction guide the reader.

4. Good

9.2 points

A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness.

3. Satisfactory

8.8 points

Paragraphs are generally competent, but ideas may show some inconsistency in organization or in their relationships to each other.

2. Less Than Satisfactory

8 points

Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness.

1. Unsatisfactory

0 points

Organization of proposal is disjointed. Paragraphs and transitions consistently lack unity and coherence. There are no apparent connections between ideas. Transitions are inappropriate or lacking.

Criteria 2Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5 points

Criteria Description

Criteria 2Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Excellent

5 points

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

4. Good

4.6 points

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.

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3. Satisfactory

4.4 points

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.

2. Less Than Satisfactory

4 points

Some degree of organization is evident. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, or cohesiveness. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, or word choice are present.

1. Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Paper Format (use of appropriate style for the major and assignment)

2 points

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

5. Excellent

2 points

All format elements are correct.

4. Good

1.84 points

Template is fully used; There are virtually no errors in formatting style.

3. Satisfactory

1.76 points

Template is used, and formatting is correct, although some minor errors may be present.

2. Less Than Satisfactory

1.6 points

Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.

1. Unsatisfactory

0 points

Template is not used appropriately or documentation format is rarely followed correctly.

Documentation of Sources

3 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. Excellent

3 points

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

4. Good

2.76 points

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

3. Satisfactory

2.64 points

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

2. Less Than Satisfactory

2.4 points

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

1. Unsatisfactory

0 points

Sources are not documented.

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https://thestudycorp.com/rough-draft-qualitative-research-critique-and-ethical-considerations/