||Combining Nurse Leader With Advocacy
||Less than Satisfactory (75.00%)
|Identification of strengths and weaknesses related to the four content areas listed.
||Provides strengths and/or weaknesses based on some of the listed content areas.
||Lists strengths and weaknesses based on each of the listed content areas, but does not draw on evidence from the given Web site.
||Lists strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site for some of the content areas.
||Lists strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site.
||Lists and analyzes strengths and weaknesses based on each of the listed content areas, and draws on evidence from the given Web site.
|Discussion of use of current leadership skills to advocate change in the workplace.
||Fails to mention either change in the workplace and/or personal skill set.
||Discusses one change that can be made in the workplace, without providing examples or evidence. Makes brief mention of personal skill set, but does not effectively demonstrate how it can be used to effect change.
||Discusses one change that can be made in the workplace, without providing examples or evidence. Evaluates how personal skill set can be used to effect change in workplace.
||Discusses one change that can be made in the workplace, while giving a clear and relevant example for why the change is necessary. Evaluates how personal skill set can be used to effect change in workplace.
||Discusses specific changes that can be made in the workplace are discussed, while giving clear and relevant examples for why changes are necessary. Evaluates how personal skill set can be used to effect change in workplace.
|Reflection on personal goal for leadership growth and development of implementation plan to reach goal.
||Pinpoints a goal for leadership growth, but does not provide a plan for attaining the goal.
||Pinpoints a goal for leadership growth, but the plan for attaining goal is not aligned to the final outcome.
||Provides a surface-level reflection on areas of growth. Pinpoints at least one specific goal for leadership growth, but provides an oversimplified plan for attaining goal.
||Reflects on areas for growth. Pinpoints at least one specific goal for leadership growth, and outlines a clear implementation plan to meet the goal.
||Provides a thoughtful reflection on areas for growth. Pinpoints at least one specific goal for leadership growth, and outlines a well-organized and realistic implementation plan to meet the goal.
|Organization and Effectiveness
|Thesis Development and Purpose
||Paper lacks any discernible overall purpose or organizing claim.
||Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear.
||Thesis and/or main claim are apparent and appropriate to purpose.
||Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of the arguments and appropriate to the purpose.
||Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
|Paragraph Development and Transitions
||Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed.
||Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.
||Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.
||A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose.
||There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
|Mechanics of Writing (includes spelling, punctuation, grammar, language use)
||Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used.
||Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
||Some mechanical errors or typos are present, but 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.
|Paper Format (1- inch margins; 12-point-font; double-spaced; Times New Roman, Arial, or Courier)
||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.
|Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment)
||No reference page is included. No citations are used.
||Reference page is present. Citations are inconsistently used.
||Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present.
||Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct.
||In-text citations and a reference page are complete. The documentation of cited sources is free of error.