NURS 6050 Week 10 Assignment Childhood Obesity Health Advocacy Campaign

Childhood Obesity Health Advocacy Campaign

NURS 6050-Policy and Advocacy for Improving Population Health

Childhood Obesity Health Advocacy Campaign

One of the biggest issues in the United States is childhood obesity. Unfortunately, it

Health Issue Across Different Communities … NURS 6050 Week 10 Assignment Childhood Obesity Health Advocacy Campaign

Children are considered to be a very vulnerable population, as they are very

Campaigns Geared to Reduce Obesity in Children

A campaign called “Save the Children” is a U.S. program dedicated to helping rural

Legislation Modification Proposal

To assist the government with formulating ideas to target childhood obesity, the CDC … NURS 6050 Week 10 Assignment Childhood Obesity Health Advocacy Campaign

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Week 10 Assignment

Benefits of Existing Regulations

It’s no mystery that legislation has been trying to make efforts to tackle the rampant

Methods of Influence: Legs of Lobbying

A review of the literature over a 24-year period was inconclusive in determining the main

Possible Obstacles

One of the possible obstacles would be the discussion of funding, even though utilizing a … NURS 6050 Week 10 Assignment Childhood Obesity Health Advocacy Campaign

Conclusion

To create an effective plan to combat rural obesity, a broad spectrum initiative must be in … NURS 6050 Week 10 Assignment Childhood Obesity Health Advocacy Campaign

NURS 6050 Week 10 Discussion (Walden)

Ethical Issues with an Aging Population

?There are plenty of ethical challenges that nurses face when taking care of the older …

NURS 6050 Week 11 Discussion (Walden)

Global Nursing Issues

?Global health issues are a concern for all people no matter what country they reside in. People in third world countries are dying or very ill from diseases that have been cured or …

Two Strategies for Challenges

?Volunteering in third world countries is one to help with global health issues. Organizations must understand what motivates people to volunteer and continually give back to …

Advocating for Global Health

?Nurses must be involved in policy decisions. A team of healthcare professionals can ...

NURS 6050 Course Discussions and Assignments

NURS 5051/ 6051: Week 11, Application Assignment Rubric

NURS 5051/6051: Week 11, Application Assignment Rubric

Includes a cover page and introduction forthe flyer with an explanation of the issue selected, a description of the audience, and the search terms used to identify resources.

(10 possible points)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. Paper provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

(9–10 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. Paper includes moderate detail, evidence from the readings, and discerning ideas.

points)

This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. Paper may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

(7 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. Paper is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

(0–6 points)

In the Flyer:

Defines key terms in a way that is appropriate for the target audience.

(10 possible points)

(9–10 points)

(8 points)

(7 points)

(0–6 points)

Describes the health issue using language appropriate for the audience.

(20 possible points)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

(19–20 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.

(17–18 points)

This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

(15–16 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

(0–14 points)
Provides guidance on how to identify websites and resources with credible information on the issue.

(20 possible points)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

(19–20 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.

(17–18 points)

This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

(15–16 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

(0–14 points)
Recommends 4-5 websites with clear, valuable, and reliable information on the issue.

(10 possible points)

This section demonstrates excellence. To achieve a rating of “excellent” the student must discuss all of the concepts and key points presented in the text/s and Learning Resources. The section provides significant detail including multiple relevant examples, evidence from the readings and other peer reviewed sources published within the past 5 years, and discerning ideas.

(9–10 points)

This section demonstrates a good understanding of the content. To achieve a rating of “good” the student must discuss most of the concepts and key points presented in the text/s and Learning Resources. The section includes moderate detail, evidence from the readings, and discerning ideas.

(8 points)

This section demonstrates a fairunderstanding of the content. To achieve a rating of “fair” the student must discuss some of the concepts and key points as presented in the text/s and Learning Resources. The section may be lacking in detail and specificity and/or may not include sufficient pertinent examples or provide sufficient evidence from the readings.

(7 points)

This section demonstrates poor understanding of the content. To achieve a rating of “poor”, the student includes few of the concepts and key points of the text/s and Learning Resources. The section is missing detail and specificity and/or does not include any pertinent examples or provide sufficient evidence from the readings.

(0–6 points)

Writing used in Introduction

(10 possible points)

Paper is well organized, uses scholarly tone, follows APA style, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with graduate level writing style. Introduction contains multiple, appropriate and exemplary peer reviewed sources (published within the past 5 years) expected/required for the assignment.

(9–10 points)

Paper is mostly consistent with graduate level writing style. Paper may have some small or infrequent organization, scholarly tone, or APA style issues, and/or may contain a few writing and spelling errors, and/or somewhat less than the expected number of or type of sources.

(8 points)

Paper is somewhat below graduate level writing style, with multiple smaller or a few major problems. Paper may be lacking in organization, scholarly tone, APA style, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing. Paper may contain inferior resources (number or quality).

(7 points)

Paper is well below graduate level writing style expectations for organization, scholarly tone, APA style, and writing, or relies excessively on quoting. Paper may contain few or no quality resources.

(0–6 points)

Writing used in Flyer

(20 possible points)

Flyer is well organized, uses a tone appropriate for the audience, uses original writing and proper paraphrasing, contains very few or no writing and/or spelling errors, and is fully consistent with a health flyer writing style.

(18–20 points)

Flyer mostly uses a tone appropriate for the intended audience. Flyer may have some small or infrequent organization, tone issues, and/or may contain a few writing and spelling errors.

(16–17 points)

Flyer is written in a tone that is somewhat above or below the intended audience, with multiple smaller or a few major problems. Flyer may be lacking in organization, appropriate tone, and/or contain many writing and/or spelling errors, or shows moderate reliance on quoting vs. original writing and paraphrasing.

(14–15 points)

Flyer is well below graduate level work, expectations for organization, appropriate tone, and writing.

(0–13 points)

Instructor comments:

Up to 20 points may be deducted for lateness.

Total Score (100 possible points):

NURS 6050 Week 10 Assignment Childhood Obesity Health Advocacy Campaign