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NURS 3043-29527

Global and Public Health

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Oklahoma State University

NURS 3034: Global and Public Health This course explores the impact of professional nursing on the health and well-being of individuals globally. This relationship between health and illness of larger populations of individuals is an ever-evolving facet of being a professional nurse.

Faculty: Name: Alana Cluck Office: 432 Willard Phone: (405) 744-8044 E-mail: Alana.cluck@okstate.edu

Prerequisites and Support Courses: NURS 3000 Advanced Standing Transfer Credit NURS 3013 Theoretical and Conceptual Foundations in Nursing NURS 3025 Health Assessment, Community Health and Wellness

Course Objectives At the conclusion of NURS 3034, the student will be able to:

1. Describe the differences between community health, public health, and global health. 2. Assess the impact of culture on health related practices and beliefs. 3. Identify populations at risk for exposure to environmental hazards. 4. Interpret the effects of population growth, poverty, environmental conditions including climate

change, and political environments on global health. 5. Use knowledge of disease transmission, health hazards, health policy, and primary health care in

planning care in the context of global health. 6. Describe how social and economic conditions such as poverty, education, and lifestyles affect health

and access to healthcare. 7. Describe the relationship between access to clean water, sanitation, food, and air quality on

individual and population health. 8. Discuss the interdependence of people, their cultures, and their spaces and how they influence

perceptions of health and illness 9. Recognize the impact of discrimination on health. 10. Participate with others to influence health-related policy at the local, state, national, and

international levels. 11. Describe major public health efforts to reduce disparities in global health. 12. Identify evidenced-based interventions and integrate strategies to substantially improve individual

and/or population health in low-resource settings.

Textbooks Websites, and Supplemental Materials:

Required Textbooks: Breakey, S., Corless,I. B., Meedzan, N. L., Nicholas, P. K. (2015). Global health nursing in the 21st century. New York, NY: Springer. ISBN: 978-82611871-4

Required Websites: Canvas Course Site: https://online.okstate.edu Edmon Low Library: http://library.okstate.edu

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Required Computer Software: MS Office Suite or equivalent, Adobe Reader, and a media player. Through an agreement with Microsoft Corporation, Oklahoma State University students may download – FOR FREE – current Microsoft Office and other software from the Software Distribution Center website at: https:// app.it.okstate.edu/sdc/login.php.

Mode/Style of Teaching: Using the online classroom, a variety of modalities will be used, including but not limited to; discussion forums, online active learning activities, readings from required text, and usage of internet resources. Students are encouraged to review current periodicals, electronic media, and other available resources as necessary.

Course Participation Policy/Attendance: Basic requirements for this course are that the student will participate in all class meetings and conscientiously complete all required course activities and/or assignments. The student is expected to log into the classroom a minimum of three (3) times per week. The student will actively participate in discussion forums by required deadlines, submit assignments by due dates, and take the final exam as scheduled. Compliance with these expectations provides documentation of ongoing academic engagement. The student must communicate with the instructor if they are unable to attend, participate, or complete an assignment on time.

Grading Procedures:

Students must achieve a minimum of a C average to pass this course. The following grading scale will be used for this course:

A 90-100% 447.5-500 points B 80-89% 397.5-447 points C 70-79% 347.5-397 points D 60-69% 297.5-347 points F less than 59% less than 297.5 points

The final grade will be rounded to the next whole number if 0.5 or higher.

Course Assessment Issue Presentation 50 points Midterm Exam 80 points Final Exam 100 points Final Project 150 points Discussion Board & Activities 120 points Total Possible Points 500 points

Policies: Expectations/Late Work:

Students are expected to complete all assignments according to posted due dates listed in the syllabus, calendar, and/or content homepage. If for any reason a student cannot meet these requirements, he or she must notify the course instructor prior to the due date. Upon prior notification, faculty will determine if points are to be deducted. If faculty determine points are to be deducted or if students do

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not notify faculty ahead of time, 10% of the total points for the assignment will be deducted for every 24 hours past the due date the assignment is turned in. All assignments will be submitted through Canvas; emailed assignments will not be accepted.

Examinations

1. Exams are online and must be taken through the Online Classroom. The Quiz link is located on the navigation bar.

2. Exams will be comprised of multiple choice questions and may also include essay, short answer, select all that apply, and true/false questions. Content will be taken from assigned readings prior to the exam.

Exam Due Dates and Times

The exams will be available beginning at 8 am on Sunday and ending at 8 am on Friday of the designated week. All exams are timed and must be completed once started. Exams must be completed by the due date and time listed on the calendar. Students who are unable to take the exams and have not notified the instructor in advance will receive a grade of zero. Equipment failure or an inability to connect to the internet are not valid reasons to submit exams late. Students should plan ahead and make sure all exams are completed in enough time to compensate for possible glitches that may affect submission of exams. It is a good idea to identify an alternate computer with which you can submit exams.

Exam Content and Grading

Students are expected to incorporate prior learning and experience into this nursing course. Exam questions are developed from the learning objectives which are listed in the learning modules. Content covered on the exams includes assigned readings, discussion topics, and required textbooks. When content presented in the course is more current than textbook content, the instructor will specify this content and the exams will test the more current information. It is the student’s responsibility to read the textbook and clarify if any discrepancies are noted between the textbook, Canvas content, and online presentations prior to the examinations. Please note that exams are not group activities. Each student is expected to complete their own exam. Evidence of cheating on the exams will result in a grade of zero and may result in dismissal from the nursing program.

Academic Integrity Policy: Oklahoma State University is committed to the maintenance of the highest standards of integrity and ethical conduct of its members. This level of ethical behavior and integrity will be maintained in this course. Participating in a behavior that violates academic integrity (e.g., unauthorized collaboration, plagiarism, multiple submissions, cheating on examinations, fabricating information, helping another person cheat, unauthorized advance access to examinations, altering or destroying the work of others, and fraudulently altering academic records) will result in your being sanctioned. Violations may subject you to disciplinary action including the following: receiving a failing grade on an assignment, examination or course, receiving a notation of a violation of academic integrity on your transcript (F!), and being suspended from the University. You have the right to appeal the charge. For a brief overview of the policy, you can watch the video or contact the Office of Academic Affairs, 101 Whitehurst, 405-744-5627, academicintegrity.okstate.edu. Turnitin is a plagiarism detection service used in this program to ensure academic integrity. Writing assignments may be submitted to Turnitin.com upon submission. Students are able to view the originality report before final submission of the paper. Originality scores should be less than 30%.

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General Expectations of Students: By enrolling at Oklahoma State University, you accept responsibility for complying with all University policies and contracts, and for local, state, and federal laws on- or off-campus that relate to the University’s mission. The Student Rights and Responsibilities Governing Student Behavior document explains the standards of behavior expected of you, processes in place for enforcing rules, and the University’s response to violations (www.okstate.edu/ucs/srr.html). In general, the University expects you to respect the rights of others and authority, represent yourself truthfully and accurately at all times, respect private and public property, and take responsibility for your own actions and the actions of your guests. Call 405-744-5470 for more information.

APA Formatting: Written assignments for this course require APA formatting. The APA prescribes formatting for the cover sheet, headings, body formatting, in-text citations and the reference page. Failure to format written assignments according to APA will result in deduction of points. Remember, the textbook is considered a reference and should be properly cited, if used. Proper APA formatting is based on the most current standards (APA 6th ed. Copyright July 2009). In lieu of spending extra money on an APA formatting book, the following sites will assist with this task:

- http://owl.english.purdue.edu/owl/resource/560/01/ - As Microsoft 2007 or newer is a requirement for this course, this is a link to a tutorial on

how to use Microsoft Word 2007s built in APA formatting functions: http://chiron.valdosta.edu/mawhatley/3600/apaformat2007.pdf

o Please note: This is a useful tool, but is not always 100% accurate. Please review the above resource before final submission.

The faculty realizes that there are variations from one source to another when discussing APA formatting. It is the student’s responsibility to clarify any questions regarding proper citation. A copy of the Publication Manual of the American Psychological Association, 6th Edition is available in the reference section of the Edmon Low Library.

Students Rights and Responsibilities Governing Student Behavior http://studentconduct.okstate.edu/code Drop and Add Policy https://academicaffairs.okstate.edu/content/adding-dropping-and-withdrawing-courses

Syllabus Attachment:

Accessibility & Accommodations: Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should inform the course faculty member immediately and contact the Office of Student Disability Services at http://sds.okstate.edu/ as soon as possible. The faculty member will work with the student and the Office of Student Disability Services to provide reasonable accommodations to ensure fair opportunities are made available within this course. It is your responsibility to notify the University if you have a disability. Please review additional information regarding OSU Student Disability Services at: http://sds.okstate.edu

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Communicating with the Faculty: The following tips will facilitate effective communication:

• Check the Canvas course site for News announcements every time you log in to the Online College. You will be able to access all announcements until the end of the course. Be sure to click the “Show All” button to avoid missing any announcements.

• Post your question to the Canvas Discussion Forum if you do not need an immediate answer… besides that, your classmates may know the answer.

• It is not uncommon for student email messages to show up in our “Junk Mail” folder. The following strategies will help to assure that we see your mail:

o Include a specific subject in the subject line of original and return messages. o Sign your name to your e-mail messages. We do not know who “hotmama@isp.com” is and we

don’t want to know, either… o Check for e-mail messages at least three times a week. Faculty will attempt to reply to e-mail

messages within 24-48 hours. o Faculty are not on campus on evenings and weekends. Therefore, we may not check messages

until the next business day.

Course Schedule NURS 3034: Global and Public Health The course faculty reserves the right to alter the syllabus and/or course schedule as needed.

Week/Topic Readings Assignment/Activity

Week 1 A. Welcome: Introduction B. Focused discussion on Healthy People 2020: Framework; Global Health C. The Impact of Culture

a. Syllabus

b. Breakey Ch. 1,2,3

c. Breakey P. 8; Focused

discussion on Healthy People 2020: Framework; Global Health

d. https://www.healthype

ople.gov/2020/topics-objectives/topic/global-health

e. Breaky p. 444-450 The Impact of Culture and Cultural Competency and Immersion for the nursing student; Box 4.1 p. 59

Submit an introduction of yourself. Include your name, a few details such as your favorite movie, favorite vacation spot, your interest or experience in Global and Public Health, and any other information you wish to share that will enable us to get to know one another. What is it that you would like to get out of this course or learn in the next 8 weeks? Discussion: A. Reflect on your thoughts about the concepts of

community, public, and global health nursing prior to your readings for this week. What was different? What was the same? Describe the concept community, public and global health. What is the key difference?

B. Follow the HP2020 link and answer the discussion question: Why is Global Health Important?

C. Reflect on the impact of cultural competency on your perceptions and practice. If you could participate in “cultural immersion,” which culture would you choose and why?

D. Respond to 2 classmates’ posts with substantive comments.

Begin Work on Final Project: Begin to consider a public/global issue that interests you. Begin seeking

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out resources to help direct your thoughts on how to get involved. See posted guidelines for this project.

Week 2 Essential Elements of Public Health Nursing

a. Breakey Ch 4,5,6,

b. Review 10 Essential

Public Health Services: https://www.cdc.gov/publichealthgateway/publichealthservices/essentialhealthservices.html

c. Breakey P. 90-91 Standards of Public Health Nursing Practice

d. Breakey P. 91-95 Framework for Community Health Nursing

Discussion: A. Review the 10 Essential Public Health Services in

the link. Consider a public health problem of interest to you and address each item on the list as you create a solution to the identified problem. Be detailed and specific.

B. In reading the “Guidelines for Implementing Culturally Competent Nursing Care” on page 59, identity and discuss one or two areas in which you are strong and one or two areas in which you might be lacking.

C. Identify the 4 themes inherent in a framework for community/public health nursing. Post your thoughts on how nursing efforts can promote healthy, resilient communities using a framework for practice.

D. Respond to 2 classmates’ posts with substantive comments.

E. Topic for issue presentation due for approval Jan 24 at 8 am.

Week 3

Global Health Partnerships

Global Health Ethics

a. Breaky, Ch. 7

b. P. 109 Box 7.2

c. Breaky, Chapter 11 p. 157-169

Discussion: A. Describe the difference between a partnership

and inter-collaborative efforts when planning nursing interventions for communities. Use examples from your own experiences.

B. Based on your experience as an RN working with groups in a clinical setting, identify elements of ineffective and effective partnerships. Identify interventions to remedy ineffective partnerships.

C. When you hear the word “vulnerable,” what image comes to your mind? In the 2 vignettes, explain how Mare and Nyeka are vulnerable. Identify at least 3 interventions-locally and globally- you would implement for each.

D. Respond to 2 classmates’ posts with substantive comments.

Issue Presentation due in discussion board by Saturday at 1130 pm.

Week 4 Quality Improvement

a. Read Link:

https://www.nap.edu/read/1547/chapter/8

Discussion: A. Review and compare 2 of the traditional and

continuous improvement models for quality assurance described in the report.

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Approaches in Health Care Delivery of Populations

b. Read Link:

http://currentnursing.com/nursing_management/total_quality_management_health_care.html

c. Breaky, Ch. 27

B. Explain how communication and teamwork affect quality and safety of patient care, using examples from your practice. Describe how empowerment of nurses is a factor.

C. Respond to 2 classmates’ posts with substantive comments.

Midterm Exam-Open from Sunday at Noon to Friday at Noon

Week 5 Issues in Global Health

a. Breaky Ch.

8,10,13,14,17

Discussion: A. Identify effects of each issue from the readings-

individually and globally. B. Describe nursing interventions with rationales

for each. C. Do one of these issues create a burning desire to

bring about change more than the others? Which one and why?

D. Respond to 2 classmates’ posts with substantive comments.

E. Respond to at least 2 classmates’ Issues Presentations with substantive feedback.

Week 6 Nursing Leadership in Inter-professional Education

a. Breaky Ch. 20, 31

b. Breaky p. 376 Table 21:1

c. Breaky. P. 377-387 Case

Study; “Enhancing the Profile of Nursing Through Prelicensure Inter-professional Education”

Discussion: A. Identify consequences of uncontrolled nurse

migration-2 positive and 2 negative. B. Pick 2 of the Principles of Global Health Research

and explain how each can be applied in interprofessional global health research.

C. Consider how the perception of the nurses’ role in the reading would affect patient care and the healthcare system.

D. Respond to 2 classmates’ posts with substantive comments.

Week 7 Nursing Factors in the Community: Roles and Function Continuing Education in Community and Global Health Leadership

a. Read the following link:

http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-17-2012/No1-Jan-2012/Advocacy-in-Community-and-Legislative-Arena.html

b. Breaky Ch.22 p. 391-406

Discussion: A. Identify your State/National legislators. Review

their respective websites and identify any stated interests in public/global health issues.

B. Describe how your perception of public/global health changed since your Week 1 post? Has that change affected your perception of other health issues in your workplace, media, or community? How can you apply your new knowledge about public/global health to your everyday nursing practice?

C. Discuss pros and cons of required CE for nurses. D. Respond to 2 classmates’ posts with substantive

comments.

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FINAL PROJECT DUE Saturday at 12 MN

Week 8

Discussion: A. Provide feedback for the course in week 8

discussion board by Thursday at 11:30 pm. FINAL EXAM-Open from Sunday at noon to Friday at noon

Guidelines for Weekly Discussion Posts Discussion forums are designed to help create a sense of community and to broaden your knowledge of the topic. This should help you better understand the information presented. Each week, discussion questions are posted to the Weekly Discussion Forums.

1. Participation in course discussions is a major aspect of this course. For each topic presented during a particular week, you are expected to post a referenced response with citation (i.e., your post should cite the book or another resource) to the initial post by Thursday at 11:30 p.m. The full reference for the citation must be provided at the end of the post, using APA format.

2. By Sunday, you should have replied with a substantive response to two of your classmates’ posts. You are encouraged to exceed this minimum expectation. The discussion week ends on Sundays at 11:30 p.m. Any posts made to the weekly discussion after this time will not count toward your weekly point total. Weekly discussion is the opportunity for the class to discuss the topics each week. Therefore, there are no opportunities for you to make up a week of discussion if you miss one.

3. Submit substantive posts when answering discussion questions. Substantive means that you must take time in formulating your response, organizing your own thoughts and incorporating the reading materials (you should be citing parts of the book and/or other reading materials in your posts). You must demonstrate evidence of critical thinking and encourage further discussion of the topics among your classmates.

4. Your posts should be comparable to the kinds of comments you would make in a face-to-face course. A three-page essay will not lend to quality discussion. On the other hand, neither will only saying, “I agree!” Please consider this when you post. The quality of the online discussion is contingent on the quality (not length) of the posts in the discussion.

5. The discussion requirements in this class are not negotiable. It is your responsibility to meet the requirements as they are. There are 8 weeks of discussion questions worth 15 points each and 120 total points for the course.

6. There will be no flaming, cursing, demeaning, or any other unprofessional behavior in the discussion forums. This applies whether you are talking about your ex-spouse, your neighbor, your classmates, or your faculty. For more information about netiquette, please visit https://www.education.com/reference/article/netiquette-rules-behavior-internet/

7. Correct grammar, punctuation, spelling, etc. are not graded in these posts, but is expected. You are entering a field where you need to both speak and write well to be successful. Paying attention to these things, even in a relatively informal chat setting, helps to enhance those skills.

8. The instructor may add to course discussions. This will typically be to redirect the discussion or to ask for further information related to a posting.

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Weekly Discussion Posts Rubric

Excellent 5 pts

Average 4 pts

Needs Improvement 3 pts

Unacceptable 0 pts

Content Content is complete, accurate, and offers new ideas. The discussion is well supported with details that explain the participant's conclusions. Posts include citation of resource material and references are included. Content encourages further discussion on thought or topic. Content provides clear evidence of critical thinking, originality, and relevance to the topic. Revisits original post; by close of discussion, all questions have been answered thoroughly.

Content is complete and accurate, but lacking in new ideas. There may be one area an opinion is presented without supporting facts or references. Resources are cited. Content generally doesn't invite further discussion or investigation. Critical thinking is evident, but posts may not directly address the issue. Revisits original post; by close of discussion, some questions have been answered thoroughly.

Ideas were incomplete or had inaccuracies. There are two or more opinions presented without supporting facts. Resources are not cited. Content fails to stimulate further discussion. Content offers come critical thinking but addresses peripheral issues. Revisits original post; by close of discussion, some questions have been answered partially.

Post was not relevant to the discussion topic. Failed to follow Netiquette. Post lacks evidence of critical thinking and addresses unrelated issues. Does not revisit original post; questions left unanswered.

Responses At least 2 responses, to different student’s posts, are posted per discussion topic. Responses are substantive in depth and length and add information or new ideas to the post.

At least 2 responses are posted per discussion topic. Responses are not substantive in depth and length.

Responds to at least 1 other student’s post. Response fails to add information or new ideas to the post.

Failed to respond to other student’s posts.

Timeliness Post are on or before the due date.

Post is less than 24 hours late.

Posts are more than 24 hours late or 2nd occurrence in this course of late posting, or they failed to respond to other students.

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Guidelines for Issue Presentation=50 points (Grading Rubric below) This presentation is a brief introduction to an issue that interests you and prepares you for completion of the final project. For the presentation you will use narrated powerpoint or another method of creating a video with visual and audio content to:

a. Identify the public/global health issue of interest and explain the impact of the issue b. Identify who is affected and to what extent c. Identify and briefly explain potential solutions already in place or that you would propose d. Post this information in the discussion board title “Issue Presentation” in a video format e. Videos are due week 3; responses to at least 2 classmates’ videos with substantive feedback are due

by week 5. f. This assignment is designed to help guide you towards your final project.

Rubric for Issue Presentation Exceptional – 10 points Average – 5 points Unacceptable - 0 pts

Identify Issue / Explain Impact

Thoroughly identifies the public/global health issue of interest and clearly explains the impact of the issue.

Issue of interest not clearly identified or not explained thoroughly.

Did not identify the issue of interest or explain the impact of the issue.

Identify Population

Thoroughly identifies who is affected and to what extent.

Population not thoroughly identified or extent not explained.

Did not identify affected population.

Potential Solutions

Identifies and explains potential solutions already in place or that you would propose, with rationale.

Potential solutions not explained or rationale not given.

Did not identify potential solutions.

Organization of Presentation

Presentation is well organized and easy to hear and follow Completed on time and posted in the discussion board titled “Issue Presentation” in video format by week 3.

Presentation is unorganized; not clearly able to hear or not clearly able to follow. Presentation is not posted to discussion board by week 3.

Presentation is difficult to follow or unable to hear.

Substantive Feedback

Responds to at least 2 classmate’s videos with substantive feedback by week 5.

Feedback not substantive or responds to only 1 classmate’s video. Feedback not completed by week 5.

Fails to provide substantive feedback to any classmate’s video.

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Guidelines and Rubric for Final Project=150 points The final project for this class is a synthesis of the tenets of public/global health and provides a vehicle for you to get involved in public/global health. Throughout the course, you have completed discussion postings requiring consideration of common health issues from public/global health. For this assignment, from a chapter reading, choose one global health care issue such as sex trafficking or access to clean water. Identify the health issue and describe major public health efforts to reduce this problem. You will identify a specific public/global health issue that interests you. In a paper format you will:

• Define your problem/issue and provide references to further support that this issue is, in fact, a public health problem being addressed.

• Identify a current health care initiative which now addresses the problem. Describe this initiative and identify at least five (5) interventions that are being used as part of the initiative to help mitigate the problem. Provide references to support your findings.

• Identify how the initiative and interventions intersect with the OSU Wellness Model and the Inter-professional Collaboration Competencies.

• Five (5) references supporting your position are required. It is assumed that you will use the textbook and the Inter-professional Guidelines as reference therefore you will need at least 3 other outside references for this paper. These references must include at least 2 recent, peer-reviewed journal articles. Other references used must be from credible sources.

• Draft a letter to a state or national legislator in an attempt to engender further support for the initiative. The purpose of this letter is to garner further support and for introducing legislation to help mitigate issues related to your initiative. Submit this letter along with your paper. See “Guidelines for Legislative Letter”below.

• Your paper will need to be between 6-7 pages long, which will include one cover page and one reference page. This length will help assure that you have adequately dissected the components and synthesized your findings into a logical, cohesive product.

Guidelines for Legislative Letter: Copied from The National Education Association, http://www.nea.org/home/19657.htm

Writing to Your Legislators Letters and e-mails can be particularly effective in influencing legislators' views. Writing to legislators also offers an opportunity to maintain contact and keep your issues on the front burner even when you cannot meet personally. Writing an Effective Letter: KEEP IT BRIEF — Keep letters to one page. Try to discuss only one bill or issue in a letter. IDENTIFY YOURSELF — Begin with an introduction of yourself or the organization on whose behalf you are writing. Use a simple statement, such as "I am a third-grade teacher at _______ elementary school" or "On behalf of the members of the ________…."

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GET TO THE POINT — Follow your introduction with a brief statement of your issue or concern, such as "We urge your support for H.R. _____, which will ________." If you are writing in reference to a specific bill, include the bill number. Follow your opening paragraph with a concise explanation of why you support or oppose the particular bill or issue. A few strong, well-thought-out arguments are much more effective than a laundry list of reasons to support or oppose a bill. Whenever possible, use bullet points to outline your arguments. RELATE IT TO HOME — Help the legislator understand why your position is important to his or her constituents. Include specific facts about how a bill will impact educators, students or schools in the legislator's district. If possible, include a local anecdote illustrating the problem you are seeking to address. Avoid the use of form letters or generic postcards — use your own knowledge and experience to inform the legislator. ALLOW FOR FOLLOW-UP — Include specific contact information and offer to act as a resource should the legislator or staff have questions or need additional information. Where appropriate, state in the letter that you will follow up with a telephone call. Address your letter correctly — See the details on addressing your letter below. Using E-mail E-mail can be an easy and effective tool for communicating with legislators. The tips outlined above for writing letters to legislators also apply to e-mails: keep them brief and to the point, with facts and anecdotes relevant to the legislator's district. Avoid informal language — E-mail to a legislator should be treated as seriously as a written letter. Resist the temptation to use the informal language and symbols often associated with e-mail communications. Never use impolite language or make "demands." Include your full address and zip code — Make sure the text of your e-mail includes your full name and street address, including zip code. Many legislative offices screen e-mails for address information identifying the sender as a constituent. E-mails that appear to come from outside the district are unlikely to be read and may be blocked by filtering programs. Addressing Written Correspondence UNITED STATES SENATORS The Honorable (full name) United States Senate Washington, DC 20510 Dear Senator (last name) FOR MEMBERS OF THE U.S. HOUSE OF REPRESENTATIVES The Honorable (full name) U.S. House of Representatives Washington, DC 20515 Dear Representative (last name)

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Final Project Grading Rubric

Points Exemplary=25 pts Satisfactory=10 pts Needs Improvement=5pts Unsatisfactory=0 pts

Definition of Issue

• Selected public/global health issue and initiative identified.

• Rationale for selection clearly identified.

• Selected public/global health issue and initiative identified.

• Rationale vaguely identified.

• Selected public/global health issue and initiative listed in name only.

• Incongruence with selected public/ global health issue and initiative and how it was described in the course

Points Exemplary=25 pts Satisfactory=10 pts Needs Improvement=5pts Unsatisfactory=0 pts

Reference Discussion

• References reflect comprehensive review of current nursing literature.

• At least five references include supporting evidence.

• Descriptions of all references are in-depth but succinct.

• References reflect comprehensive review of current nursing literature.

• At least four references include supporting evidence.

• Descriptions of all references are in-depth but succinct.

• Review of current nursing literature is not comprehensive.

• Only three references include supporting evidence.

• Descriptions of some resources lack important details and/or are overly-wordy.

• Review does not include critical articles from the nursing literature

• Fewer than two references include supporting evidence.

• Descriptions of many resources lack important details and/or are overly wordy.

Points Exemplary=25 pts Satisfactory=10 pts Needs Improvement=5pts Unsatisfactory=0 pts

Description of issue/

initiative and interventions

• Synthesis demonstrates a complex understanding of the interrelatedness of the models.

• Insightful connections made regarding evidence in literature and identified public/ global health initiative

• Writer’s voice is both authentic and original. This means some thought was given to the paper and own words used.

• Writer demonstrated logical movement from literature review to synthesis.

• Synthesis demonstrates a complex understanding of the topics.

• Appropriate connections made regarding evidence in literature and identified public/global health initiative

• Writer’s voice is authentic and somewhat original. This means some thought was given to the paper and own words used.

• Writer mostly demonstrated logical movement from literature review to synthesis.

• Synthesis demonstrates a superficial understanding of the topics.

• Connections made by writer regarding evidence in literature and identified public/global health initiative are mostly appropriate.

• Writer’s voice is mostly authentic but not original. This means superficial thinking was given to the paper and own words used.

• Synthesis demonstrates inadequate understanding of the topics.

• Connections made by writer regarding evidence in literature and identified public/global health initiative are not appropriate.

Points Exemplary=25 pts Satisfactory=10 pts Needs Improvement=5pts Unsatisfactory=0 pts

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Intersection with OSU Wellness

Model and Inter-

professional Competencies

• Conclusion reviews evidence in literature and identified public/global health initiative succinctly.

• Descriptions of interrelatedness are appropriate in content and number; and creative or original.

• Conclusion reviews evidence in literature and identified public/global health initiative succinctly.

• Descriptions of interrelatedness are appropriate in content and number.

• Conclusion reviews evidence in literature and identified public/global health initiative succinctly.

• Descriptions of interrelatedness are appropriate, but salient points may be missing.

• Evidence in literature and identified public/global health initiative not adequately reviewed.

• Descriptions of interrelatedness are inappropriate and/or more than one important suggestion is missing.

Points Exemplary=25 pts Satisfactory=10 pts Needs Improvement=5pts Unsatisfactory=0 pts

Letter to Legislator

• Sentences are complete and clear.

• No errors in spelling, capitalization, punctuation and grammar.

• Uses of clinical terms are appropriate.

• Succinctly describes issue and importance.

• Sentences are complete and mostly clear.

• One or two errors in spelling, capitalization, punctuation and grammar.

• Uses of clinical terms are appropriate.

• Describes issue and importance.

• A few sentences are incomplete, run-on, awkward, and/or repetitive.

• Occasional errors in spelling, capitalization, punctuation and grammar are distracting to the reader.

• Uses of one or two clinical terms are inappropriate.

• Description of issue and importance overly wordy or incomplete.

• Many sentences are incomplete, run-on, awkward, and/or repetitive.

• Many errors in spelling, capitalization, punctuation and grammar.

• Uses of several clinical terms are inappropriate.

• Description of issue and importance absent.

Points Exemplary=25 pts Satisfactory=10 pts Needs Improvement=5pts Unsatisfactory=0 pts

Mechanics, Grammar and

Formatting

• Sentences are complete and clear.

• No errors in spelling, capitalization, punctuation and grammar.

• Third person is used consistently.

• Uses of clinical terms are appropriate.

• APA guidelines are always followed.

• Sentences are complete and mostly clear.

• One or two errors in spelling, capitalization, punctuation and grammar.

• Third person is used consistently.

• Uses of clinical terms are appropriate.

• Almost all formatting guidelines are followed.

• Only one to two citation errors.

• A few sentences are incomplete, run-on, awkward, and/or repetitive.

• Occasional errors in spelling, capitalization, punctuation and grammar are distracting to the reader.

• Third person is used most of the time.

• Uses of one or two clinical terms are inappropriate.

• Formatting from APA varies on several elements.

• Many sentences are incomplete, run-on, awkward, and/or repetitive.

• Many errors in spelling, capitalization, punctuation and grammar.

• Third person not used.

• Uses of several clinical terms are inappropriate.

• Significant variation from APA formatting.

• Sources not cited.

16

• Sources cited incorrectly.