NURS 513 – NURSING ROLES GRAPHIC ORGANIZER TEMPLATE

NURS 513 – NURSING ROLES GRAPHIC ORGANIZER TEMPLATE

NURS 513 – NURSING ROLES GRAPHIC ORGANIZER TEMPLATE

You will use the template provided

At the top you add the type of MSN role you are studying.

In the second space you add any other type of MSN role.

You then compare the two using the comparisons below

You would add the references under the template

CLICK HERE TO ORDER CUSTOM NURS 513 – NURSING ROLES GRAPHIC ORGANIZER TEMPLATE

• Comparison of Roles in Relation to Ethics
• Comparison of Roles in Relation to Education
• Comparison of Roles in Relation to Leadership
• Comparison of Roles in Relation to Public Health’
• Comparison Roles in Relation to Health Care Administration
• Comparison of Roles in Relation to Informatics
• Comparison of Roles in Relation to Business or Finance
• Comparison of Roles in Relation to Specialty

It is also graded on

Proper documentation of references

Presentation

Visual Appeal

** I am adding an attachment of a completed organizational project for you to see what is expected. You don’t have to have the colored backgrounds for each section but you will need to add some graphics.

Blessings,

Professor Hysler

Nursing Roles Graphic Organizer Template

	<Type Future Role Here>	<Type Comparison Role of Choice Here>	Observations (Similarities/Differences)
Ethics
Education
Leadership
Public Health
Health Care Administration
Informatics
Business/Finance
Specialty (e.g., Family, Acute Care)
Regulatory Bodies or Certification Agencies That Provide Guidance or Parameters on How These Roles Incorporate Concepts Into Practice

NUR 513 RUBRIC FOR THE TEMPLATE

	1 Unsatisfactory 0.00%	2 Less than Satisfactory 80.00%	3 Satisfactory 88.00%	4 Good 92.00%	5 Excellent 100.00%
100.0 %Nursing Roles Graphic Organizer Criteria
10.0 %Comparison of Roles in Relation to Ethics	A comparison of roles in relation to ethics is not included.	A comparison of roles in relation to ethics is present, but it lacks detail or is incomplete.	A comparison of roles in relation to ethics is present.	A comparison of roles in relation to ethics is clearly provided and well developed.	A comprehensive comparison of roles in relation to ethics is thoroughly developed with supporting details.
10.0 %Comparison of Roles in Relation to Education	A comparison of roles in relation to education is not included.	A comparison of roles in relation to education is present, but it lacks detail or is incomplete.	A comparison of roles in relation to education is present.	A comparison of roles in relation to education is clearly provided and well developed.	A comprehensive comparison of roles in relation to education is thoroughly developed with supporting details.
10.0 %Comparison of Roles in Relation to Leadership	A comparison of roles in relation to leadership is not included.	A comparison of roles in relation to leadership is present, but it lacks detail or is incomplete.	A comparison of roles in relation to leadership is present.	A comparison of roles in relation to leadership is clearly provided and well developed.	A comprehensive comparison of roles in relation to leadership is thoroughly developed with supporting details.
10.0 %Comparison of Roles in Relation to Public Health	A comparison of roles in relation to public health is not included.	A comparison of roles in relation to public health is present, but it lacks detail or is incomplete.	A comparison of roles in relation to public health is present.	A comparison of roles in relation to public health is clearly provided and well developed.	A comprehensive comparison of roles in relation to public health is thoroughly developed with supporting details.
10.0 %Comparison Roles in Relation to Health Care Administration	A comparison of roles in relation to health care administration is not included.	A comparison of roles in relation to health care administration is present, but it lacks detail or is incomplete.	A comparison of roles in relation to health care administration is present.	A comparison of roles in relation to health care administration is clearly provided and well developed.	A comprehensive comparison of roles in relation to health care administration is thoroughly developed with supporting details.
10.0 %Comparison of Roles in Relation to Informatics	A comparison of roles in relation to informatics is not included.	A comparison of roles in relation to informatics is present, but it lacks detail or is incomplete.	A comparison of roles in relation to informatics is present.	A comparison of roles in relation to informatics is clearly provided and well developed.	A comprehensive comparison of roles in relation to informatics is thoroughly developed with supporting details.
10.0 %Comparison of Roles in Relation to Business or Finance	A comparison of roles in relation to business or finance is not included.	A comparison of roles in relation to business or finance is present, but it lacks detail or is incomplete.	A comparison of roles in relation to business or finance is present.	A comparison of roles in relation to business or finance is clearly provided and well developed.	A comprehensive comparison of roles in relation to business or finance is thoroughly developed with supporting details.
5.0 %Comparison of Roles in Relation to Specialty	A comparison of roles in relation to specialty is not included.	A comparison of roles in relation to specialty is present, but it lacks detail or is incomplete.	A comparison of roles in relation to specialty is present.	A comparison of roles in relation to specialty is clearly provided and well developed.	A comprehensive comparison of roles in relation to specialty is thoroughly developed with supporting details.
5.0 %Required Sources	Sources are not included.	Number of required sources is only partially met.	Number of required sources is met, but sources are outdated or inappropriate.	Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.	Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.
5.0 %Visual Appeal	There are few or no graphic elements. No variation in layout or typography is evident.	Color is garish or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited.	Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships. There is some variation in type size, color, and layout.	Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.	Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and color are used well and consistently.
5.0 % Presentation	The piece is not neat or organized, and it does not include all required elements.	The work is not neat and includes minor flaws or omissions of required elements.	The overall appearance is general, and major elements are missing.	The overall appearance is generally neat, with a few minor flaws or missing elements.	The work is well presented and includes all required elements. The overall appearance is neat and professional.
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, and language use)	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.	Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.	Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.	Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.	The writer is clearly in command of standard, written, academic English.
5.0 % Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	Sources are not documented.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
100 % Total Weightage

NUR-513 Course Objectives

Description:

In this course, the student will:

1. Determine the current state of advanced specialty nursing
2. Examine nursing theo1y and the role, ethical responsibilities, and legal obligations of the advanced specialty nurse in health promotion and disease prevention from a Christian perspective and as a leader who improves health care
3. Navigate GCU’s libraiy and other scholaily resources of evidence-based practice (EBP) literature and guidelines.
4. Review evidence-based practice (EBP) and the reseai·ch
5. Determine avenues for role development, including identifying relevant professional organizations and professional development