Developing a care plan

Student did not submit assignment.

MAP-IT is not reflected in the assessment process.

Few MAP-IT aspects applied to the assessment process.

MAP-IT applied to the assessment process with missing
elements.

Clearly applied MAP- IT in the assessment process.

Student did not submit assignment.

Identified priority
nursing diagnosis but explanation is poorly worded.

Lack of nursing
diagnosis.

Identified nursing
diagnosis but not the priority.

Identified priority
nursing diagnosis and explanation is accurately worded.

Student did not submit assignment.

Lack of strategies to
address nursing diagnosis.

Identified strategies
but lacking areas to comprehensively address nursing diagnosis.

Identified appropriate
strategies to address nursing diagnosis but the explanation is poorly worded.

Identified strategies to
thoroughly address nursing diagnosis as well as identified
risks. The explanation
is accurately worded.

Student did not submit assignment.

Lack of a disaster
management plan.

Identified one
disaster.

Identified at least two
disasters but lacking a plan to manage the disasters.

Identified at least two
disasters that may affect the aggregate and recommended a management plan and the items for disaster supplies kit.

Student did not submit assignment.

Cited one source and
it was not a journal article.

Cited two sources but
they were not journal articles.

Cited one source that
was a journal article.

Cited two journal
articles.

Student did not submit assignment.

Introduction is limited
or missing entirely.

The paper lacks a thesis statement.

Transitions are infrequent, illogical, or missing entirely.

Conclusion is limited or missing entirely.

Introduction is
present but incomplete or underdeveloped.

The paper is loosely organized around a thesis that may have to be inferred.

Transitions are sporadic.

Conclusion is present, but incomplete or underdeveloped.

Introduction has a
clear opening, provides background information, and states the topic.

The paper is organized around an arguable, clearly stated thesis statement.

Transitions are appropriate and help the flow of ideas.

Conclusion summarizes main argument and has a clear ending.

Introduction catches
the reader’s attention, provides compelling and appropriate background info, and clearly states the topic.

The paper is well organized around an arguable, focused thesis.

Thoughtful transitions clearly show how ideas relate.

Conclusion leaves the reader with a sense of closure and provides concluding insights.

Student did not submit assignment.

Writing contains numerous errors in
spelling, grammar, and/or sentence
structure that severely interferes with readability and
comprehension.

Errors in spelling and grammar exist that
somewhat interfere with readability and/or
comprehension.

Writing follows conventions of
spelling and grammar throughout. Errors are
infrequent and do not interfere with readability or
comprehension.

The paper is basically error free in terms of
mechanics. Grammar and mechanics help
establish a clear idea and aid the reader in following the writer’s
logic.

Student did not submit assignment.

No attempt at APA
format.

APA format is
attempted to paraphrase, quote, and cite, but errors are significant.

Using APA format,
accurately paraphrased, quoted, and cited in many spots throughout when appropriate or called for. Errors
present are somewhat minor.

Using APA format,
accurately paraphrased, quoted, and cited throughout the presentation when appropriate or called for. Only a few minor errors present.