PROFESSIONAL PORTFOLIO 1
PROFESSIONAL PORTFOLIO
Revised 2013
University Mission Congruent to Department of Nursing Mission
Western Governors University Mission
Western Governors Department of Nursing Mission
Improve quality; expand access to postsecondary educational opportunities by providing a means for individuals to learn, independent of time or place, and to earn competency-‐based degrees and other credentials that are credible to both academic institutions and employer.
The mission of the Department of Nursing is to make a positive difference in the lives of our students and the practice of nursing, primarily through a professionally supported, competency-‐based and personalized student-‐focused learning model that assists working adults achieve success in educational goals and a sustained professional commitment. The Department of Nursing is committed to the formation of confident, caring, and competent professional nurses prepared to meet emerging healthcare needs of diverse populations.
University Goals Congruent with Department of Nursing Goals
Western Governors University Goals
Western Governors Department of Nursing Goals
• Provision of competency-‐based programs • Adherence to a student-‐centric model • Use of technology to improve quality and
efficiency • Use of external learning resources, combined
with mentoring and progress management; • Adherence to an executive governance structure • Oversight by external Councils
• Competency-‐based bachelor’s and master’s degree programs that allow nurses to demonstrate their professional knowledge and skills
• Broad access to education for nurses where they live and work
• Professional preparation for new nursing practice roles and additional education
Revised 2013
WGU Department of Nursing Philosophy
We envision nursing as a caring interaction between the nurse, who is a member of an interdisciplinary team, and the patient who is a member of a family and community. This caring interaction occurs across the lifespan, from infancy through old age. Nurses identify and strengthen clients’ potential to move toward health and help clients shape their environment to promote well-‐being. We believe that healthcare begins in the community, prior to diagnosis of illness, by promoting health and wellness through advocacy, community assessment, and preventative care. Nurses use appropriate technologies and current evidence to develop their plans of care, whether in the community, the clinic, an acute care facility, or an extended care facility. Nurses assume leadership for clinical and ethical decision-‐making. We believe that the global nature of communities and healthcare delivery necessitates that nurses be able to engage with patients, families, and communities who have diverse ways of responding to their healthcare needs. We recognize that the definition of family has expanded to include a variety of different compositions and roles and is the fundamental vehicle for how clients are supported, interact with the world around them, access resources, and engage in healthcare. We recognize that students, particularly adult learners, have preferred learning styles, bring previous experience to the learning environment, and develop competency at different paces. Learners seek to make sense of new educational experiences in light of their past and existing knowledge and then apply their new findings to real situations. Therefore, nursing education should provide opportunities where students engage in real world application to demonstrate competency in cognitive knowledge, clinical reasoning, and ethical comportment.
Revised 2013
Conceptual Framework
There are 10 unifying themes that have guided the development of the nursing programs at Western Governors University. These themes are depicted visually in the conceptual model below.
Revised 2013
BSN MSN Nurse as Detective: The nurse uses clinical imagination coupled with nursing science to detect subtle changes and deviations from expected patterns of being to prevent or control adverse outcomes.
Nurse as Detective: The nurse uses clinical imagination coupled with nursing science to judge and determine the consequence of subtle changes and deviations from expected patterns of being to prevent or control adverse outcomes.
Nurse as Scientist: The nurse participates in scientific inquiry to inform healthcare decisions; and critiques, disseminates and implements evidence to influence practice.
Nurse as Scientist: The nurse uses translational science to influence healthcare decisions; to prescribe and implement best practice and broadly disseminate the findings.
Nurse as Manager of the Healing Environment: The healing environment is global in nature and includes considerations of healthcare policy, finance and regulations. Acknowledging this, the nurse creates, coordinates, and advocates for a respectful, interdisciplinary environment that promotes optimal well-‐being and affirms the dignity of the human experience
Nurse as manager of the Healing Environment: The healing environment is global in nature and includes social, cultural, political and economic influences. Acknowledging this, the nurse, as a member of the inter-‐professional community, influences public policy and promotes social justice in the human health experience.
Revised 2013
Operational Definitions of Threaded Curriculum Concepts
Compassionate Patient-‐centered care is the provision of holistic care with respect for values, preferences and needs of the patient, family and community in the journey to well-‐being cross the lifespan. Cultural competency is providing care that is acceptable to patients, families and communities from diverse cultural, ethnic, and social backgrounds. Evidence based practice is integrating the “best current evidence with clinical expertise and patient/family preferences and values for delivery of optimal healthcare” (QSEN, 2009) Genomics and Genethics include knowledge about the genetic basis of health and illness, the variables that impact the responses to genomic information and related ethical issues. Informatics/Technology Informatics is the engineering, storing, organizing and manipulation of data to support the provision of safe, effective quality care. Technology is the continuously changing array of devices and software used for patient care. Leadership/Education Leadership is the process of identifying and prioritizing goals to achieve optimal quality outcomes. Education is assessing learning needs and facilitating acquisition of knowledge, skills and abilities. Safety and Quality care minimizes risk of harm to patients, families, communities and providers through analyses of systems effectiveness and individual performance while continually measuring quality of care in terms of cost, structure, process, and outcomes. Communication is effective interaction with patients, families, communities, professional colleagues and other health care team members. Teamwork and collaboration is effective engagement with nursing and interprofessional teams to foster open communication, mutual respect and shared decision making to achieve quality patient care. Professional/Legal/Ethical is effective decision-‐making and reflection within a framework of social justice and law, advocacy, and standards of practice to promote the common good.
Revised 2013
BSN PROGRAM OUTCOMES MSN PROGRAM OUTCOMES
The WGU Bachelor’s Degree in Nursing Program Graduate Will: The WGU Master’s Degree in Nursing Program Graduate Will: 1. Communicate effectively in oral, written, interpersonal and electronic
modes. 1. Employ appropriate patient-‐ care technologies and information management
strategies to lead change and improve quality care outcomes. 2. Use clinical reasoning to provide safe, quality, nursing care based on the
best available evidence and ethical principles. 2. Integrates clinical reasoning with organizational, patient-‐centered, culturally
appropriate strategies to plan, deliver, and evaluate evidence-‐based practice. 3. Assume accountability for providing and ensuring safe, efficient, quality
care congruent with ethical, professional and legal standards. 3. Design innovative nursing practices to impact quality outcomes for individuals,
populations, and systems congruent with ethical, professional and legal standards. 4. Synthesize theoretical, clinical and empirical knowledge from nursing,
scientific, community and humanistic disciplines within the practice of nursing. Synthesizes theoretical and empirical knowledge drawing from the arts and sciences to understand the human experience as a social advocate, and professional nurse.
4. Assemble scientific findings from nursing, biopsychosocial fields, genetics, public health, and organizational sciences for the continual improvement of nursing care across diverse settings.
5. Provide compassionate, patient-‐centered care to individuals, families, and communities from a variety of cultures across the lifespan.
5. Utilize applied research outcomes within the practice setting, navigating and integrating care services across healthcare systems.
6. Apply leadership and education skills to engage others in creating and promoting a healing environment for continued self-‐improvement.
6. Design organization and leadership systems that promote high quality patient-‐care delivery and advance life-‐long learning.
7. Engage in inter-‐professional collaboration to improve safety and quality of healthcare.
7. Construct interprofessional teams to communicate, coordinate, collaborate and consult with other health professionals to advance a culture of excellence.
8. Incorporate knowledge of genomics and genethics into the care of patients, families and communities.
8. Integrate scientific knowledge including that from genetics and genethics in the continual improvement of nursing care across diverse settings and populations.
9. Use information technology to communicate, mitigate error and make decisions related to the provision of patient care and support incorporation of nursing knowledge in the development of patient care technology.
9. Provide oversight and guidance in the integration of technology to manage care, identify performance measures and standards that improve quality and safety outcomes.
1. Create a professional mission statement (suggested length of 1 paragraph) that includes the following:
● a representation of your career goals, your aspirations, and how you want to move forward with your career
● an overview of where you would like to focus your time and energies within the profession
a. Reflect on how your professional mission statement will help guide you throughout your nursing career.
2. Complete a professional summary (suggested length of 3–4 pages) that includes the following:
a. Explain how the specific artifacts or completed work or both in your portfolio represent you as a learner and a healthcare professional.
b. Discuss how the specific artifacts in your portfolio represent your professional strengths.
c. Discuss challenges you encountered during the progression of your program.
i. Explain how you overcame these challenges.
d. Explain how your coursework helped you meet each of the nine nursing program outcomes.
Note: Refer to the attachment “Nursing Conceptual Model.”
e. Analyze how you fulfilled the following roles during your program:
• scientist
• detective
• manager of the healing environment
f. Discuss how you have grown professionally since the beginning of your program.
B. Complete the following within the section “Quality and Safety”:
1. Reflect (suggested length of 1 page) on your professional definition of quality and safety developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.
i. Explain how these artifacts support your definition from part B1.
Note: The artifacts should be attached within the portfolio.
2. Discuss the importance of the Institute for Healthcare Improvement (IHI) certificate for your future role as a professional nurse.
C. Complete the following within the section “Evidence-Based Practice”:
1. Reflect (suggested length of 1 page) on your professional definition of evidence-based practice developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.
i. Explain how these artifacts support your definition from part C1.
Note: The artifacts should be attached within the portfolio.
2. Reflect (suggested length of 1 page) on your understanding of evidence-based practice and applied nursing research by doing the following:
a. Discuss how you are able to evaluate current primary research and apply the concepts to your nursing practice, considering the following:
• relevancy and believability of data
• differences between quality improvement and research (places and uses of each)
• differences between primary and secondary research and resources and the implications of each in clinical practice
b. Explain how your experience in the program helped you achieve excellence in evidence-based practice.
D. Complete the following within the section “Applied Leadership”:
1. Reflect (suggested length of 1 page) on your professional definition of applied leadership you developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.
i. Explain how these artifacts support the definition from part D1.
Note: The artifacts should be attached within the portfolio.
2. Summarize (suggested length of 1 paragraph to 1 page) your Learning Leadership Experience task by doing the following:
a. Discuss the importance of professional collaboration for effective nursing leadership.
E. Complete the following within the section “Community and Population Health”:
1. Reflect (suggested length of 1 page) on your professional definition of community and population health you developed in Professional Roles and Values, including any necessary changes to your definition.
a. Discuss how the program assisted you in developing your professional definition.
b. Identify the artifacts in your portfolio that support your definition.
i. Explain how these artifacts support the definition from part E1.
Note: The artifacts should be attached within the portfolio.
2. Summarize (suggested length of 1 page) your Community and Population Health task (STIs) by doing the following:
a. Discuss what you learned during your Community Health Nursing task (STIs).
b. Discuss what you learned led to your community diagnosis ( Nursing Diagnosis Statement: Sexually transmitted infections are common among adolescent individuals living in Florida).
c. Discuss how your initial focus and diagnosis evolved after working with your population.
JMP Task 1 (0318)
| Not Evident | Approaching Competence | Competent | |
| A. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A submission is not provided using the Web Folio Builder in Taskstream. | Not applicable. | The documents are submitted through the Web Folio Builder in Taskstream using the portfolio created in the Professional Roles and Values course. |
| A1. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A professional mission statement is not provided, or the statement contains none of the required elements. | The professional mission statement ineffectively addresses the required elements, or the statement is disorganized or illogical. | The professional mission statement effectively addresses the required elements, and the statement is well organized and logical. |
| A1a. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A reflection is not provided, or it makes no reference to how a professional mission statement will help guide the candidate’s nursing career. | The reflection ineffectively addresses how a professional mission statement will help guide the candidate’s nursing career, or the reflection is poorly reasoned or vague. | The reflection effectively addresses how a professional mission statement will help guide the candidate’s nursing career, and the reflection is well reasoned and sufficiently detailed. |
| A2a. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | The submission does not include an explanation, or the explanation makes no reference to the representation of the portfolio. | The submission includes an inadequate explanation of how either specific artifacts or completed work or both in the portfolio represent the candidate as a learner and a healthcare professional, or the explanation is illogical or poorly supported. | The submission includes an adequate explanation of how either specific artifacts or completed work or both in the portfolio represent the candidate as a learner and a healthcare professional, and the explanation is logical and well supported. |
| A2b. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to how the specific artifacts in the portfolio represent professional strengths. | The discussion illogically addresses how the specific artifacts in the portfolio represent professional strengths, or the discussion is vague. | The discussion logically addresses how the specific artifacts in the portfolio represent professional strengths, and the discussion is sufficiently detailed. |
| A2c. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | The submission does not include a discussion, or the discussion makes no references to the challenges encountered during the progression of the program. | The submission includes an inadequate discussion of the challenges encountered during the progression of the program, or the discussion is illogical or poorly supported. | The submission includes an adequate discussion of the challenges encountered during the progression of the program, and the discussion is logical and well supported. |
| A2ci. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | An explanation was not provided, or it makes no reference to how the given challenges were overcome. | The explanation ineffectively addresses how the given challenges were overcome, or the explanation is poorly reasoned, poorly supported, or vague. | The explanation effectively addresses how the given challenges were overcome, and the explanation is well reasoned, well supported, and sufficiently detailed. |
| A2d. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | An explanation was not provided, or it makes no reference to how the coursework helped the candidate meet each of the 9 nursing program outcomes. | The explanation ineffectively addresses how the coursework helped the candidate meet each of the 9 nursing program outcomes, or the explanation is poorly reasoned, poorly supported, or vague. | The explanation successfully addresses how the coursework helped the candidate meet each of the 9 nursing program outcomes, and the explanation is well reasoned, well supported, and sufficiently detailed. |
| A2e. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | An analysis is not provided, or it makes no reference to how the given roles were fulfilled during the program. | The analysis for how the given roles were fulfilled during the program is illogical, unconvincing, or ineffective. | The analysis for how the given roles were fulfilled during the program is logical, convincing, and effective. |
| A2f. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to how the candidate has grown professionally since the beginning of the program. | The discussion ineffectively addresses how the candidate has grown professionally since the beginning of the program, or the discussion is illogical or poorly supported. | The discussion effectively addresses how the candidate has grown professionally since the beginning of the program, and the discussion is logical and well supported. |
| B1. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A reflection is not provided, or it makes no reference to the professional definition of quality and safety. | The reflection ineffectively addresses how the professional definition of quality and safety was developed in Professional Roles and Values, or it does not include necessary changes. Or the reflection is poorly reasoned or vague. | The reflection effectively addresses how the professional definition of quality and safety was developed in Professional Roles and Values, including necessary changes to the definition, and the reflection is well reasoned and sufficiently detailed. |
| B1a. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to how the program assisted in developing the candidate’s professional definition of quality and safety. | The discussion illogically addresses how the program assisted in developing the candidate’s professional definition of quality and safety, or the discussion is poorly supported. | The discussion logically addresses how the program assisted in developing the candidate’s professional definition of quality and safety, and the discussion is well supported. |
| B1b. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | Artifacts in the portfolio that support the professional definition of quality and safety are not identified. | The identified portfolio artifacts are inappropriate, or they do not support the professional definition of quality and safety. | The identified portfolio artifacts are appropriate, and they support the professional definition of quality and safety. |
| B1bi. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part B1. | The explanation ineffectively addresses how the given artifacts support the definition from part B1, or the explanation is illogical. | The explanation effectively addresses how the given artifacts support the definition from part B1, and the explanation is logical. |
| B2. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to the importance of the IHI certificate for the candidate’s future role as a professional nurse. | The discussion demonstrates a limited understanding of the importance the IHI certificate has on the candidate’s future role as a professional nurse, or the discussion is poorly supported or poorly reasoned. | The discussion demonstrates a sufficient understanding of the importance the IHI certificate has on the candidate’s future role as a professional nurse, and the discussion is well supported and well reasoned. |
| C1. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A reflection is not provided, or it makes no reference to the professional definition of evidence-based practice. | The reflection ineffectively addresses how the professional definition of an evidence-based practice was developed in Professional Roles and Values, or it does not include necessary changes to the definition. Or the reflection is poorly reasoned or vague. | The reflection effectively addresses how the professional definition of an evidence-based practice was developed in Professional Roles and Values, including necessary changes to the definition, and the reflection is well reasoned and sufficiently detailed. |
| C1a. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to how the program assisted in developing the candidate’s professional definition of evidence-based practice. | The discussion illogically addresses how the program assisted in developing the candidate’s professional definition of evidence-based practice, or the discussion is poorly supported. | The discussion logically addresses how the program assisted in developing the candidate’s professional definition of evidence-based practice, and the discussion is well supported. |
| C1b. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | Artifacts in the portfolio that support the professional definition of evidence-based practice are not identified. | The identified portfolio artifacts are inappropriate, or they do not support the professional definition of evidence-based practice. | The identified portfolio artifacts are appropriate, and they support the professional definition of evidence-based practice. |
| C1bi. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part C1. | The explanation ineffectively addresses how the given artifacts support the definition from part C1, or the explanation is illogical. | The explanation effectively addresses how the given artifacts support the definition from part C1, and the explanation is logical. |
| C2a. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to how the candidate is able to evaluate current primary research and apply concepts to the nursing practice, using the given points. | The discussion demonstrates a limited understanding of how the candidate is able to evaluate current primary research and apply concepts to the nursing practice, using the given points, or the discussion does not include all of the given points. Or the discussion is illogical or poorly supported. | The discussion demonstrates a sufficient understanding of how the candidate is able to evaluate current primary research and apply concepts to the nursing practice, and the discussion includes all of the given points. The discussion is logical and well supported. |
| C2b. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | An explanation was not provided, or it makes no reference to how the candidate’s experience in the program helped achieve excellence in evidence-based practice. | The explanation ineffectively addresses how the candidate’s experience in the program helped achieve excellence in evidence-based practice, or the explanation is illogical or poorly supported. | The explanation effectively addresses how the candidate’s experience in the program helped achieve excellence in evidence-based practice, and the explanation is logical and well supported. |
| D1. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A reflection is not provided, or it makes no reference to the professional definition of applied leadership. | The reflection ineffectively addresses how the professional definition of applied leadership was developed in Professional Roles and Values, or it does not include necessary changes to the definition. Or the reflection is poorly reasoned or vague. | The reflection effectively addresses how the professional definition of applied leadership was developed in Professional Roles and Values, including necessary changes to the definition, and the reflection is well reasoned and sufficiently detailed. |
| D1a. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to how the program assisted in developing the candidate’s professional definition of applied leadership. | The discussion illogically addresses how the program assisted in developing the candidate’s professional definition of applied leadership, or the discussion is poorly supported. | The discussion logically addresses how the program assisted in developing the candidate’s professional definition of applied leadership, and the discussion is well supported. |
| D1b. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | Artifacts in the portfolio that support the professional definition of applied leadership are not identified. | The identified portfolio artifacts are inappropriate, or they do not support the professional definition of applied leadership. | The identified portfolio artifacts are appropriate, and they support the professional definition of applied leadership. |
| D1bi. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part D1. | The explanation ineffectively addresses how the given artifacts support the definition from part D1, or the explanation is illogical. | The explanation effectively addresses how the given artifacts support the definition from part D1, and the explanation is logical. |
| D2a. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to the importance of professional collaboration for effective nursing leadership. | The discussion illogically addresses the importance of professional collaboration for effective nursing leadership, or the discussion is poorly supported. | The discussion logically addresses the importance of professional collaboration for effective nursing leadership, and the discussion is well supported. |
| E1. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A reflection is not provided, or it makes no reference to the professional definition of community and population health. | The reflection ineffectively addresses how the professional definition of community health was developed in Professional Roles and Values, or it does not include necessary changes to the definition. Or reflection is poorly reasoned or vague. | The reflection effectively addresses how the professional definition of community health was developed in Professional Roles and Values, including necessary changes to the definition, and the reflection is well reasoned and sufficiently detailed. |
| E1a. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to how the program assisted in developing the candidate’s professional definition of community and population health. | The discussion illogically addresses how the program assisted in developing the candidate’s professional definition of community and population health, or the discussion is poorly supported. | The discussion logically addresses how the program assisted in developing the candidate’s professional definition of community and population health, and the discussion is well supported. |
| E1b. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | Artifacts in the portfolio that support the professional definition of community and population health are not identified. | The identified portfolio artifacts are inappropriate, or they do not support the professional definition of community and population health. | The identified portfolio artifacts are appropriate, and they support the professional definition of community and population health. |
| E1bi. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | An explanation was not provided, or it makes no reference to how the given artifacts support the definition from part E1. | The explanation ineffectively addresses how the given artifacts support the definition from part E1, or the explanation is illogical. | The explanation effectively addresses how the given artifacts support the definition from part E1, and the explanation is logical. |
| E2a. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to what was learned during the Community Health Nursing task. | The discussion provides vague, implausible examples of what was learned during the Community Health Nursing task, or the discussion is poorly supported or unclear. | The discussion provides specific, plausible examples of what was learned during the Community Health Nursing task, and the discussion is well supported and clear. |
| E2b. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to what was learned that led to the community diagnosis. | The discussion addresses what was learned that led to the community diagnosis, but it is poorly supported with vague or implausible examples. | The discussion addresses what was learned that led to the community diagnosis, and it is well supported with specific, plausible examples. |
| E2c. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to how the initial focus and diagnosis evolved after working with the population. | The discussion addresses how the initial focus and diagnosis evolved after working with the population, but the discussion is poorly supported with vague or implausible examples. | The discussion addresses the initial focus and diagnosis evolved after working with the population, and the discussion is well supported with specific, plausible examples. |
| E3. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A discussion is not provided, or it makes no reference to the importance of the AMNH certificate for the candidate’s future role as a professional nurse. | The discussion demonstrates a limited understanding of the importance the AMNH certificate has on the candidate’s future role as a professional nurse, or the discussion is poorly supported or vague. | The discussion demonstrates a sufficient understanding of the importance the AMNH certificate has on the candidate’s future role as a professional nurse, and the discussion is well supported and sufficiently detailed. |
| F1. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | Documents, assignments, and examples of best work are not provided. | Documents, assignments, and examples of best work are provided, but they are incomplete, or they do not support mastery of all required sections. | The provided documents, assignments, and examples of best work are complete, and they support mastery of all required sections. |
| F2. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A copy of the “Nursing Conceptual Model” and a link to the current IHI Course Catalog are not provided. | Not applicable. | A copy of the “Nursing Conceptual Model” and a link to the current IHI Course Catalog are provided. |
| F3. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A copy of an updated professional résumé is not provided. | Not applicable. | A copy of an updated professional résumé is provided. |
| F4. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | Professional references are not provided. | Professional references are provided, but they do not meet at least 1 of the given requirements, or the reference provided is incomplete, inappropriate, or irrelevant. | The professional references provided meet at least 1 of the given requirements, and the reference is complete, appropriate, and logical. |
| F5. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A copy of the IHI certificate of completion is not provided. | Not applicable. | A copy of the IHI certificate of completion is provided. |
| F6. https://horizon.wgu.edu/web/academics/cos?topic=5011852&courseVersionId=7820002& | A copy of the AMNH certificate of completion is not provided. | Not applicable. | A copy of the AMNH certificate of completion is provided. |
| G. https://lrps.wgu.edu/provision/71484321 | The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized. | The submission includes in-text citations for sources that are quoted, paraphrased, or summarized, and a reference list; however, the citations and/or reference list is incomplete or inaccurate. | The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available. |
| H. https://lrps.wgu.edu/provision/27641407 | Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic. | Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective. | Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understan |
