Dashboard Analysis and Nursing Plan





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NURS 4005 Assignment Rubric

Week 3 Assignment Grading Rubric: Due by Day 7 of Week 3

Power Point Presentation: How Illness & Injuries Affect the Mind


For this assignment, develop a teaching plan for treating the potential psychological issues that may result from health crises in either the elderly or young children. Some considerations to make include:

o In what ways does mental health need to be considered across the illness/ injury continuum?

o How can nurses help both patients and caregivers work through mental blocks and depression associated with an illness or injury?

o Although treatment will take place in a medical facility, how can non-medical treatments be used as a supplement?

Support your idea with a minimum of three references from the professional nursing literature in the assigned course readings and other references in the Walden Library. If they are relevant, you may use one or two professional Web sites in addition to the literature references.

See link to Walden Power Point template below.

Grading Rubric:

Review the Rubric on page 2 to guide you in writing your assignment. The Rubric is also your instructor’s guide to grading your assignment.

** Writing Checklist ** (at end of document)

Review the items on the checklist to ensure that you meet the AWE 4000 level of expectations.





To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK3Assgn+last name+first initial (extension)” as the name.
Click the Week 3 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.

Assignment Rubric


Points possible

Required Content


Provided an overview slide on the purpose of the presentation.(10)

Described ways mental health needs should be considered across the illness/injury continuum and focused on population to consider and target audience. (20)

Outlined a teaching plan to help both patients and caregivers prevent/manage psychological manifestations associated with an illness, injury, or health crisis. (40)

Addressed possible non-medical treatments to be used as a supplement. (20)

Provided a summary of the main points of the teach plan/presentation. (10)

Use of Resources

Presentation was supported with at least three scholarly sources of evidence in the literature (included on last PPT slide).

Writer made use of course resources as directed in the assignment instructions. Resources are clearly identified when used.


Format and writing

Writer met all of the Academic Writing Expectations. PowerPoint was presented in a clean, professional format with few formatting, typographic or other errors. (AWE 4000)



Points may be deducted for late submissions. See policy in syllabus.



Detailed explanation of Assignment expectations

Exceeds Expectations

Meets Expectations

Does Not Meet Expectations

Required Content


Writer went into depth in addressing the issues and brings additional insights to the topic.

(91-100 pts)

Writer successfully addressed all issues and questions given in the assignment details.

(75-90 pts)

Writer did not successfully address all aspects of the assignment.

(0-74 pts)

Use of Resources


Writer made substantial and insightful use of resources as supporting material.

(23-25 pts)

Writer made use of course resources as directed in the assignment instructions. Resources were clearly identified when used.

(19 – 22 pts)

Writer did not use required resources appropriately.

(0-18 pts)

Format and writing




Writer met all of the Academic Writing Expectations

Paper was free of almost all errors, and was written in clear prose.

(23-25 pts)

Writer met all of the Academic Writing Expectations. Paper was presented in a clean, professional format with few formatting, typographic or other errors.

(19-22 pts)

Writer did not meet basic expectations for academic writing and/or paper contains substantial errors.


Continue to Academic Writing Checklist next page…

Academic Writing Expectations Checklist

4000 level

The items noted below are areas where you can improve. Click the links to access Writing Center resources: Notice new requirements for this level.

· Sentence-level skills

Using commas appropriately. See examples of the different comma uses.
Ensuring that pronouns match their nouns. See this discussion of noun-pronoun agreement.
Proofreading for grammar, mechanics, and spelling. Read these proofreading tips.

· Paragraph-level skills

Focusing each paragraph on one central idea (rather than multiple ideas). See an explanation of how topic sentences work.
Ordering sentences logically in a paragraph. See an explanation of how the MEAL plan builds a strong paragraph.

· Essay-level skills

Structuring the paper (with an introduction, body, and conclusion). See an explanation of outlining a paper to plan organization.
Making an overall argument. See description and examples of thesis statements.
Using transitions to guide the reader and show relationships. See a guide to transitional phrases.

· Awareness of audience and discipline

Writing in an academic voice. See the different facets of an appropriately formal tone.

Formatting the paper according to APA style guidelines. See the course paper template for correct margins, spacing, font, and more.

· Use of evidence

Using readings, statistics, or data to effectively support a claim. See examples of integrating evidence in a paper.

Avoiding quotes. If used enclosing direct quotes in quotation marks. Read about the purpose of quotation marks.

Paraphrasing to avoid plagiarizing the source. See paraphrasing strategies. (Paraphrase rather than quote -no more than one quote)

Use the most current evidence (usually ≤ 5 years old).

· Credit to source

Using in-text citations appropriately. See examples of citations in APA style.

Setting up your reference list at the end of the paper or discussion post. See this reference list overview.

Formatting the reference entries according to APA style. See common reference examples here.