Nursing Question

WGU Performance Assessment 1 of 16 https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… Heat maps TEA1 — TEA1 TASK 1: PROFESSIONAL PORTFOLIO PROFESSIONAL NURSING ROLE TRANSITION — C490 PRFA — TEA1 TASK OVERVIEW SUBMISSIONS EVALUATION REPORT COMPETENCIES 982.1.1 : Program Portfolio The graduate exhibits artifacts that both demonstrate the graduate’s competency across all program areas as well as provide evidence of professional growth. INTRODUCTION A professional e-portfolio will showcase your knowledge and skills to prospective employers and will increase your marketability as a baccalaureate-prepared nurse. This e-portfolio will help you, as a nurse, hone in on the concepts, strengths, and critical thinking abilities that define professional nursing practice. Throughout your time at WGU, you have developed skills and knowledge that distinguish your practice as that of a baccalaureate-prepared nurse. Items that display your skills and knowledge will be showcased in this professional portfolio. You should organize your portfolio around the four areas of professional nursing practice: quality and safety, advanced evidence-based practice, applied leadership, and community and population health. This portfolio will expand on the portfolio you already created in your Professional Roles and Values course. REQUIREMENTS Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide. You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt). A. Include the following in your e-portfolio, using the template you started in C304: 2/18/24, 12:11 WGU Performance Assessment 2 of 16 https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… Note: A copy of the “E-Portfolio Template” is included in the Weblinks section. 1. Create a professional mission statement (suggested length of 1 paragraph) that includes the following elements: • a representation of your career goals, 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 e-portfolio represent you as a learner and a healthcare professional. b. Discuss how the specific artifacts in your e-portfolio represent your professional strengths. c. Discuss any 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 “Nursing Conceptual Model” file in the Supporting Documents section. 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. Include the following in the e-portfolio 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 e-portfolio that support your definition. i. Explain how these artifacts support your definition from part B1. Note: The artifacts should be included in your e-portfolio. 2. Discuss the importance of the Institute for Healthcare Improvement (IHI) certificate for your future role as a professional nurse. C. Include the following in the e-portfolio 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 e-portfolio that support your definition. i. Explain how these artifacts support your definition from part C1. Note: The artifacts should be included in your e-portfolio. 2/18/24, 12:11 WGU Performance Assessment 3 of 16 https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… 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. Include the following in the e-portfolio 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 e-portfolio that support your definition. i. Explain how these artifacts support the definition from part D1. Note: The artifacts should be included in your e-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. Include the following in the e-portfolio 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 e-portfolio that support your definition. i. Explain how these artifacts support the definition from part E1. Note: The artifacts should be included in your e-portfolio. 2. Summarize (suggested length of 1 page) your Community and Population Health task by doing the following: a. Discuss what you learned during your Community Health Nursing task. b. Discuss how what you learned led to your community diagnosis. c. Discuss how your initial focus and diagnosis evolved after working with your population. 3. Discuss the importance of the American Museum of Natural History (AMNH) certificate for your future role as a professional nurse. F. Include the following deliverables in the appendix of your e-portfolio: 1. Include all the documents, prior assignments, and additional items that are examples of your best work to support your mastery of all sections given in parts B, C, D, and E. 2. Include the following materials: • the attached “Nursing Conceptual Model” 2/18/24, 12:11 WGU Performance Assessment 4 of 16 https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… • a link to the current IHI Course Catalog 3. Provide an updated professional résumé. Note: If you have a LinkedIn account, you can take a screenshot and include a copy with the rest of your documents. 4. Provide professional references, using one of the following: • a professional reference questionnaire • a full letter of recommendation • a list of four professional references with title and phone and/or email address 5. Include a copy of your IHI certificate of completion. 6. Include a copy of your AMNH certificate of completion. 7. Include your COMPASS Completion Certificate. The certificate should include the following: • your name • date of completion G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized. H. Demonstrate professional communication in the content and presentation of your submission. File Restrictions File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( ) File size limit: 200 MB File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z RUBRIC A:ONENOTE SUBMISSION NOT EVIDENT An e-portfolio is not provided. APPROACHING COMPETENCE COMPETENT An e-portfolio is provided. Not applicable. A1:CREATION OF PROFESSIONAL MISSION STATEMENT NOT EVIDENT COMPETENT A professional mission state- APPROACHING COMPETENCE ment is not provided, or the The professional mission state- ment effectively addresses the The professional mission state- 2/18/24, 12:11 WGU Performance Assessment 5 of 16 https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… statement contains none of the ment ineffectively addresses required elements, and the required elements. the required elements, or the statement is well organized and statement is disorganized or il- logical. logical. A1A:REFLECTION OF PROFESSIONAL MISSION STATEMENT NOT EVIDENT COMPETENT A reflection is not provided, or APPROACHING COMPETENCE it makes no reference to how a The reflection ineffectively ad- dresses how a professional mis- professional mission statement dresses how a professional mis- sion statement will help guide will help guide the candidate’s sion statement will help guide the candidate’s nursing career, nursing career. the candidate’s nursing career, and the reflection is well rea- or the reflection is poorly rea- soned and sufficiently detailed. The reflection effectively ad- soned or vague. A2A:E-PORTFOLIO REPRESENTATION OF A LEARNER AND HEALTHCARE PROFESSIONAL NOT EVIDENT COMPETENT The submission does not in- APPROACHING COMPETENCE clude an explanation, or the ex- The submission includes an in- quate explanation of how either planation makes no reference adequate explanation of how specific artifacts or completed to the representation of the e- either specific artifacts or com- work or both in the e-portfolio portfolio. pleted work or both in the e- represent the candidate as a portfolio represent the candi- learner and a healthcare profes- date as a learner and a health- sional, and the explanation is care professional, or the expla- logical and well supported. The submission includes an ade- nation is illogical or poorly supported. A2B:E-PORTFOLIO PROFESSIONAL STRENGTHS NOT EVIDENT COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to how The discussion illogically ad- dresses how the specific arti- the specific artifacts in the e- dresses how the specific arti- facts in the e-portfolio repre- portfolio represent profes- facts in the e-portfolio repre- sent professional strengths, and sional strengths. sent professional strengths, or the discussion is sufficiently de- the discussion is vague. tailed. APPROACHING COMPETENCE COMPETENT The discussion logically ad- A2C:PROGRAM PROGRESSION CHALLENGES NOT EVIDENT The submission does not in- The submission includes an ade- 2/18/24, 12:11 WGU Performance Assessment 6 of 16 https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… clude a discussion, or the dis- The submission includes an in- quate discussion of the chal- cussion makes no reference to adequate discussion of the lenges encountered during the the challenges encountered challenges encountered during progression of the program, and during the progression of the the progression of the program, the discussion is logical and well program. or the discussion is illogical or supported. poorly supported. A2CI:OVERCOME CHALLENGES NOT EVIDENT COMPETENT An explanation was not pro- APPROACHING COMPETENCE vided, or it makes no reference The explanation ineffectively dresses how the given chal- to how the given challenges addresses how the given chal- lenges were overcome, and the were overcome. lenges were overcome, or the explanation is well reasoned, explanation is poorly reasoned, well supported, and sufficiently poorly supported, or vague. detailed. COMPETENT An explanation was not pro- APPROACHING COMPETENCE vided, or it makes no reference The explanation ineffectively dresses how the coursework to how the coursework helped addresses how the coursework helped the candidate meet each the candidate meet each of the helped the candidate meet of the 9 nursing program out- 9 nursing program outcomes. each of the 9 nursing program comes, and the explanation is outcomes, or the explanation is well reasoned, well supported, poorly reasoned, poorly sup- and sufficiently detailed. The explanation effectively ad- A2D:PROGRAM OUTCOMES NOT EVIDENT The explanation effectively ad- ported, or vague. A2E:ROLES DURING THE PROGRAM NOT EVIDENT COMPETENT An analysis is not provided, or APPROACHING COMPETENCE it makes no reference to how The analysis for how the given roles were fulfilled during the the given roles were fulfilled roles were fulfilled during the program is logical, convincing, during the program. program is illogical, unconvinc- and effective. The analysis for how the given ing, or ineffective. A2F:PROFESSIONAL GROWTH NOT EVIDENT COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to how The discussion ineffectively ad- dresses how the candidate has The discussion effectively ad- 2/18/24, 12:11 WGU Performance Assessment 7 of 16 https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… the candidate has grown pro- dresses how the candidate has grown professionally since the fessionally since the beginning grown professionally since the beginning of the program, and of the program. beginning of the program, or the discussion is logical and well the discussion is illogical or supported. poorly supported. B1:QUALITY AND SAFETY: REFLECTION NOT EVIDENT COMPETENT A reflection is not provided, or APPROACHING COMPETENCE it makes no reference to the The reflection ineffectively ad- dresses how the professional professional definition of qual- dresses how the professional definition of quality and safety ity and safety. definition of quality and safety was developed in Professional was developed in Professional Roles and Values, including nec- Roles and Values, or it does not essary changes to the definition, include necessary changes to and the reflection is well rea- the definition. Or the reflection soned and sufficiently detailed. The reflection effectively ad- is poorly reasoned or vague. B1A:QUALITY AND SAFETY: DEVELOPMENT OF PROFESSIONAL DEFINITION NOT EVIDENT COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to how The discussion illogically ad- dresses how the program as- the program assisted in devel- dresses how the program as- sisted in developing the candi- oping the candidate’s profes- sisted in developing the candi- date’s professional definition of sional definition of quality and date’s professional definition of quality and safety, and the dis- safety. quality and safety, or the dis- cussion is well supported. The discussion logically ad- cussion is poorly supported. B1B:QUALITY AND SAFETY: ARTIFACT SUPPORT NOT EVIDENT COMPETENT Artifacts in the e-portfolio that APPROACHING COMPETENCE support the professional defini- The identified e-portfolio arti- facts are appropriate, and they tion of quality and safety are facts are inappropriate, or they support the professional defini- not identified. do not support the professional tion of quality and safety. The identified e-portfolio arti- definition of quality and safety. B1BI:QUALITY AND SAFETY: ARTIFACT SUPPORTING DEFINITION NOT EVIDENT An explanation was not pro- APPROACHING COMPETENCE COMPETENT The explanation effectively ad- 2/18/24, 12:11 WGU Performance Assessment 8 of 16 https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… vided, or it makes no reference The explanation ineffectively dresses how the given artifacts to how the given artifacts sup- addresses how the given arti- support the definition from part port the definition from part facts support the definition B1, and the explanation is logi- B1. from part B1, or the explana- cal. tion is illogical. B2:QUALITY AND SAFETY: IMPORTANCE OF IHI CERTIFICATE NOT EVIDENT COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to the The discussion demonstrates a sufficient understanding of the importance of the IHI certifi- limited understanding of the importance the IHI certificate cate for the candidate’s future importance the IHI certificate has on the candidate’s future role as a professional nurse. has on the candidate’s future role as a professional nurse, and role as a professional nurse, or the discussion is well supported the discussion is poorly sup- and well reasoned. The discussion demonstrates a ported or poorly reasoned. C1:EVIDENCE-BASED PRACTICE: REFLECTION NOT EVIDENT COMPETENT A reflection is not provided, or APPROACHING COMPETENCE it makes no reference to the The reflection ineffectively ad- dresses how the professional professional definition of dresses how the professional definition of an evidence-based evidence-based practice. definition of an evidence-based practice was developed in practice was developed in Professional Roles and Values, Professional Roles and Values, including necessary changes to or it does not include necessary the definition, and the reflection changes to the definition. Or is well reasoned and sufficiently the reflection is poorly rea- detailed. The reflection effectively ad- soned or vague. C1A:EVIDENCE-BASED PRACTICE: DEVELOPMENT OF PROFESSIONAL DEFINITION NOT EVIDENT COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to how The discussion illogically ad- dresses how the program as- the program assisted in devel- dresses how the program as- sisted in developing the candi- oping the candidate’s profes- sisted in developing the candi- date’s professional definition of sional definition of evidence- date’s professional definition of evidence-based practice, and based practice. evidence-based practice, or the the discussion is well supported. The discussion logically ad- discussion is poorly supported. C1B:EVIDENCE-BASED PRACTICE: ARTIFACT SUPPORT 2/18/24, 12:11 WGU Performance Assessment 9 of 16 NOT EVIDENT https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… COMPETENT Artifacts in the e-portfolio that APPROACHING COMPETENCE support the professional defini- The identified e-portfolio arti- facts are appropriate, and they tion of evidence-based practice facts are inappropriate, or they support the professional defini- are not identified. do not support the professional tion of evidence-based practice. The identified e-portfolio arti- definition of evidence-based practice. C1BI:EVIDENCE-BASED PRACTICE: ARTIFACT SUPPORTING DEFINITION NOT EVIDENT COMPETENT An explanation was not pro- APPROACHING COMPETENCE vided, or it makes no reference The explanation ineffectively dresses how the given artifacts to how the given artifacts sup- addresses how the given arti- support the definition from part port the definition from part facts support the definition C1, and the explanation is logi- C1. from part C1, or the explana- cal. The explanation effectively ad- tion is illogical. C2A:EVIDENCE-BASED PRACTICE: PRIMARY RESEARCH NOT EVIDENT COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to how The discussion demonstrates a sufficient understanding of how the candidate is able to evalu- limited understanding of how the candidate is able to evaluate ate current primary research the candidate is able to evalu- current primary research and and apply concepts to the nurs- ate current primary research apply concepts to the nursing ing practice. and apply concepts to the nurs- practice, and the discussion in- ing practice, using the given cludes all of the given points. points, or the discussion does The discussion is logical and well not include all of the given supported. The discussion demonstrates a points. Or the discussion is illogical or poorly supported. C2B:EVIDENCE-BASED PRACTICE: ACHIEVEMENT IN EXCELLENCE NOT EVIDENT COMPETENT An explanation was not pro- APPROACHING COMPETENCE vided, or it makes no reference The explanation ineffectively dresses how the candidate’s ex- to how the candidate’s experi- addresses how the candidate’s perience in the program helped ence in the program helped experience in the program achieve excellence in evidence- achieve excellence in evidence- helped achieve excellence in based practice, and the explana- based practice. evidence-based practice, or the tion is logical and well sup- explanation is illogical or poorly ported. The explanation effectively ad- 2/18/24, 12:11 WGU Performance Assessment 10 of 16 https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… supported. D1:APPLIED LEADERSHIP: REFLECTION NOT EVIDENT COMPETENT A reflection is not provided, or APPROACHING COMPETENCE it makes no reference to the The reflection ineffectively ad- dresses how the professional professional definition of ap- dresses how the professional definition of applied leadership plied leadership. definition of applied leadership was developed in Professional was developed in Professional Roles and Values, including nec- Roles and Values, or it does not essary changes to the definition, include necessary changes to and the reflection is well rea- the definition. Or the reflection soned and sufficiently detailed. The reflection effectively ad- is poorly reasoned or vague. D1A:APPLIED LEADERSHIP: DEVELOPMENT OF PROFESSIONAL DEFINITION NOT EVIDENT COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to how The discussion illogically ad- dresses how the program as- the program assisted in devel- dresses how the program as- sisted in developing the candi- oping the candidate’s profes- sisted in developing the candi- date’s professional definition of sional definition of applied date’s professional definition of applied leadership, and the dis- leadership. applied leadership, or the dis- cussion is well supported. The discussion logically ad- cussion is poorly supported. D1B:APPLIED LEADERSHIP: ARTIFACT SUPPORT NOT EVIDENT COMPETENT Artifacts in the e-portfolio that APPROACHING COMPETENCE support the professional defini- The identified e-portfolio arti- facts are appropriate, and they tion of applied leadership are facts are inappropriate, or they support the professional defini- not identified. do not support the professional tion of applied leadership. The identified e-portfolio arti- definition of applied leadership. D1BI:APPLIED LEADERSHIP: ARTIFACTS SUPPORTING DEFINITION NOT EVIDENT COMPETENT An explanation was not pro- APPROACHING COMPETENCE vided, or it makes no reference The explanation ineffectively dresses how the given artifacts to how the given artifacts sup- addresses how the given arti- support the definition from part port the definition from part facts support the definition D1, and the explanation is logi- D1. from part D1, or the explana- cal. The explanation effectively ad- 2/18/24, 12:11 WGU Performance Assessment 11 of 16 https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… tion is illogical. D2A:APPLIED LEADERSHIP: PROFESSIONAL COLLABORATION NOT EVIDENT COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to the The discussion illogically ad- dresses the importance of pro- importance of professional col- dresses the importance of pro- fessional collaboration for effec- laboration for effective nursing fessional collaboration for ef- tive nursing leadership, and the leadership. fective nursing leadership, or discussion is well supported. The discussion logically ad- the discussion is poorly supported. E1:COMMUNITY AND POPULATION HEALTH: REFLECTION NOT EVIDENT COMPETENT A reflection is not provided, or APPROACHING COMPETENCE it makes no reference to the The reflection ineffectively ad- dresses how the professional professional definition of com- dresses how the professional definition of community health munity and population health. definition of community health was developed in Professional was developed in Professional Roles and Values, including nec- Roles and Values, or it does not essary changes to the definition, include necessary changes to and the reflection is well rea- the definition. Or the reflection soned and sufficiently detailed. The reflection effectively ad- is poorly reasoned or vague. E1A:COMMUNITY AND POPULATION HEALTH: DEVELOPMENT OF PROFESSIONAL DEFINITION NOT EVIDENT COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to how The discussion illogically ad- dresses how the program as- the program assisted in devel- dresses how the program as- sisted in developing the candi- oping the candidate’s profes- sisted in developing the candi- date’s professional definition of sional definition of community date’s professional definition of community and population and population health. community and population health, and the discussion is well health, or the discussion is supported. The discussion logically ad- poorly supported. E1B:COMMUNITY AND POPULATION HEALTH: ARTIFACT SUPPORT NOT EVIDENT COMPETENT Artifacts in the e-portfolio that APPROACHING COMPETENCE support the professional defini- The identified e-portfolio arti- facts are appropriate, and they tion of community and popula- facts are inappropriate, or they support the professional defini- The identified e-portfolio arti- 2/18/24, 12:11 WGU Performance Assessment 12 of 16 tion health are not identified. https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… do not support the professional tion of community and popula- definition of community and tion health. population health. E1BI:COMMUNITY AND POPULATION HEALTH: ARTIFACTS SUPPORTING DEFINITION NOT EVIDENT COMPETENT An explanation was not pro- APPROACHING COMPETENCE vided, or it makes no reference The explanation ineffectively dresses how the given artifacts to how the given artifacts sup- addresses how the given arti- support the definition from part port the definition from part facts support the definition E1, and the explanation is logi- E1. from part E1, or the explana- cal. The explanation effectively ad- tion is illogical. E2A:COMMUNITY AND POPULATION HEALTH: COMMUNITY HEALTH TASK NOT EVIDENT COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to what The discussion provides vague, plausible examples of what was was learned during the implausible examples of what learned during the Community Community Health Nursing was learned during the Health Nursing task, and the task. Community Health Nursing discussion is well supported. The discussion provides specific, task, or the discussion is poorly supported. E2B:COMMUNITY AND POPULATION HEALTH: COMMUNITY DIAGNOSIS NOT EVIDENT COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to what The discussion addresses what was learned that led to the com- was learned that led to the was learned that led to the munity diagnosis, and it is well community diagnosis. community diagnosis, but it is supported with specific, plausi- poorly supported with vague or ble examples. The discussion addresses what implausible examples. E2C:COMMUNITY AND POPULATION HEALTH: CHANGES IN FOCUS 2/18/24, 12:11 WGU Performance Assessment 13 of 16 NOT EVIDENT https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to how The discussion addresses how initial focus and diagnosis the initial focus and diagnosis the initial focus and diagnosis evolved after working with the evolved after working with the evolved after working with the population, and the discussion is population. population, but the discussion well supported with specific, is poorly supported with vague plausible examples. The discussion addresses the or implausible examples. 2/18/24, 12:11 WGU Performance Assessment 14 of 16 https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… E3:COMMUNITY AND POPULATION HEALTH: IMPORTANCE OF AMNH CERTIFICATE NOT EVIDENT COMPETENT A discussion is not provided, or APPROACHING COMPETENCE it makes no reference to the The discussion demonstrates a sufficient understanding of the importance of the AMNH cer- limited understanding of the importance the AMNH certifi- tificate for the candidate’s fu- importance the AMNH certifi- cate has on the candidate’s fu- ture role as a professional cate has on the candidate’s fu- ture role as a professional nurse, nurse. ture role as a professional and the discussion is well sup- nurse, or the discussion is ported and sufficiently detailed. The discussion demonstrates a poorly supported or vague. F1:P-EORTFOLIO MASTERY EXAMPLES NOT EVIDENT COMPETENT Documents, assignments, and APPROACHING COMPETENCE examples of best work are not Documents, assignments, and signments, and examples of best provided. examples of best work are pro- work are complete, and they vided, but they are incomplete, support mastery of all required or they do not support mastery sections. The provided documents, as- of all required sections. F2:NURSING CONCEPTUAL MODULE AND IHI COURSE CATALOG LINK NOT EVIDENT COMPETENT A copy of the “Nursing APPROACHING COMPETENCE Conceptual Model” and a link Not applicable. Conceptual Model” and a link to A copy of the “Nursing to the current IHI Course the current IHI Course Catalog Catalog are not provided. are provided. F3:PROFESSIONAL RÉSUMÉ NOT EVIDENT COMPETENT A copy of an updated profes- APPROACHING COMPETENCE sional résumé is not provided. Not applicable. sional résumé is provided. APPROACHING COMPETENT A copy of an updated profes- F4:PROFESSIONAL REFERENCES NOT EVIDENT 2/18/24, 12:11 WGU Performance Assessment 15 of 16 https://tasks.wgu.edu/student/003326743/course/30340017/task/3869/ov… Professional references are not COMPETENCE The professional references provided. Professional references are provided meet at least 1 of the provided, but they do not meet given requirements, and the ref- at least 1 of the given require- erence is complete, appropriate, ments, or the reference pro- and relevant. vided is incomplete, inappropriate, or irrelevant. F5:IHI CERTIFICATE NOT EVIDENT COMPETENT A copy of the IHI certificate of APPROACHING COMPETENCE completion is not provided. Not applicable. completion is provided. COMPETENT A copy of the AMNH certificate APPROACHING COMPETENCE of completion is not provided. Not applicable. of completion is provided. COMPETENT The COMPASS Completion APPROACHING COMPETENCE Certificate is not provided. The COMPASS Completion Certificate is provided. The cer- Certificate is provided but 1 or tificate includes the given more of the given points are points. A copy of the IHI certificate of F6:AMNH CERTIFICATE NOT EVIDENT A copy of the AMNH certificate F7:COMPASS COMPLETION NOT EVIDENT The COMPASS Completion not included. G:SOURCES NOT EVIDENT COMPETENT The submission does not in- APPROACHING COMPETENCE clude both in-text citations and The submission includes in-text citations for sources that are a reference list for sources that citations for sources that are properly quoted, paraphrased, are quoted, paraphrased, or quoted, paraphrased, or sum- or summarized and a reference The submission includes in-text 2/18/24

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