Health care is a continually evolving field driven by various changes. Nurse educators need an understanding of changes in health care and the driving forces behind them in order to create a relevant and contemporary curriculum. The purpose of this assignment is to describe the role of the nurse educator and to identify internal and external influences on curriculum development and how those changes influence the role of the nurse educator.
In a 1,250 word essay, describe various aspects of the role of a nurse educator and the internal and external influences driving curriculum development. Include the following in your essay:
This assignment requires 4-6 cited sources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
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| Course Code | Class Code | Assignment Title | Total Points | |||||||
| NUR-648E | NUR-648E-O500 | Role of Nurse Educator | 100.0 | |||||||
| Criteria | Percentage | 1: Unsatisfactory 0-75% (0.00%) | 2: Less Than Satisfactory 76-80% (80.00%) | 3: Satisfactory 81-88% (88.00%) | 4: Good 89-92% (92.00%) | 5: Excellent 93- | 100% | Comments | Points Earned | |
| 100.0% | ||||||||||
| 14.0% | A summary of the role of a nurse educator is not present. | A summary of the role of a nurse educator is present, but it lacks detail or is incomplete. | A summary of the role of a nurse educator is present. | A summary of the role of a nurse educator is present and well developed. | A summary of the role of a nurse educator is thoroughly developed with supporting details. | |||||
| Nurse Educator in Various Settings | An explanation of how the nurse educator role changes in different settings is not present. | An explanation of how the nurse educator role changes in different settings is present, but it lacks detail or is incomplete. | An explanation of how the nurse educator role changes in different settings is present. | An explanation of how the nurse educator role changes in different settings is present and well developed. | An explanation of how the nurse educator role changes in different settings is thoroughly developed with supporting details. | |||||
| Nursing Education Theories | An explanation of how nursing education theories influence the nurse educator role is not present. | An explanation of how nursing education theories influence the nurse educator role is present, but it lacks detail or is incomplete. | An explanation of how nursing education theories influence the nurse educator role is present. | An explanation of how nursing education theories influence the nurse educator role educator is present and well developed. | An explanation of how nursing education theories influence the nurse educator role is thoroughly developed with supporting details. | |||||
| Summary of Curriculum | A summary of curriculum and the curriculum design process is not present. | A summary of curriculum and the curriculum design process is present, but it lacks detail or is incomplete. | A summary of curriculum and the curriculum design process is present. | A summary of curriculum and the curriculum design process is present and well developed. | A summary of curriculum and the curriculum design process is thoroughly developed with supporting details. | |||||
| Influences on Curriculum Development | Three internal and three external influences on curriculum development are not present. | Three internal and three external influences on curriculum development are present, but lack detail or are incomplete. | Three internal and three external influences on curriculum development are present. | Three internal and three external influences on curriculum development are present and reflect on how they play a role in curriculum development. | Three internal and three external influences on curriculum development are present and reflect on how they play a role in curriculum development with supporting details. | |||||
| Thesis Development and Purpose | 10.0% | Paper lacks any discernible overall purpose or organizing claim. | Thesis is insufficiently developed or vague. Purpose is not clear. | Thesis is apparent and appropriate to purpose. | Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. | Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear. | ||||
| Argument Logic and Construction | 5.0% | Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. | Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility. | Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis. | Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. | ||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. | 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. | Writer is clearly in command of standard, written, academic English. | |||||
| Paper Format (Use of appropriate style for the major and assignment) | Template is not used appropriately or documentation format is rarely followed correctly. | Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent. | Template is used, and formatting is correct, although some minor errors may be present. | Template is fully used; There are virtually no errors in formatting style. | All format elements are correct. | |||||
| 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. | |||||
| Total Weightage |
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