Rubric_Print_Format-6.xlsxLinksforadditionalsources xUntitleddocument xIOMFutureofNursingReportandNursing
Review the IOM report, ″The Future of Nursing: Leading Change, Advancing Health,″ and explore the ″Campaign for Action: State Action Coalition″ website. In a 800-1000 word paper, discuss the influence the IOM report and state-based action coalitions have had on nursing practice, nursing education, and nursing workforce development, and how they continue to advance the goals for the nursing profession. Include the following: Describe the work of the Robert Wood Johnson Foundation Committee Initiative that led to the IOM report, ″Future of Nursing: Leading Change, Advancing Health.″ Outline the four ″Key Messages″ that structure the IOM Report recommendations. Explain how these have transformed or influenced nursing practice, nursing education and training, nursing leadership, and nursing workforce development. Provide examples. Discuss the role of state-based action coalitions. Explain how these coalitions help advance the goals specified in the IOM report, ″Future of Nursing: Leading Change, Advancing Health.″ Research the initiatives on which your state′s action coalition is working. Summarize two initiatives spearheaded by your state′s action coalition. Discuss the ways these initiatives advance the nursing profession. Describe barriers to advancement that currently exist in your state and explain how nursing advocates in your state overcome these barriers. You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice. 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.
Rubic_Print_Format
Course Code | Class Code | Assignment Title | Total Points | |||||||
NRS-440VN | NRS-440VN-O500 | IOM Future of Nursing Report and Nursing | 165.0 | |||||||
Criteria | Percentage | Unsatisfactory (0.00%) | Less Than Satisfactory (75.00%) | Satisfactory (79.00%) | Good (89.00%) | Excellent (100.00%) | Comments | Points Earned | ||
Content | 80.0% | |||||||||
Robert Wood Foundation Committee Work and IOM Report | 10.0% | A description of the work of the Robert Wood Foundation Committee Initiative that led to the IOM report is omitted. | An incomplete description of the work of the Robert Wood Foundation Committee Initiative that led to the IOM report is presented. | A summary of the work of the Robert Wood Foundation Committee Initiative that led to the IOM report is presented. There are inaccuracies or misinterpretations. | A description of the work of the Robert Wood Foundation Committee Initiative that led to the IOM report is presented. There are slight inaccuracies. | A clear and accurate description of the work of the Robert Wood Foundation Committee Initiative that led to the IOM report is presented. | ||||
Key Messages Transforming Nursing | 1 | 5.0% | The four key messages are omitted. | Fewer than four key messages are presented, and the messages contain inaccuracies. An incomplete discussion on how they transformed nursing is presented. | The four key messages that structure the IOM report are generally outlined. A summary of how these transformed some aspects of nursing is presented, but there are some inaccuracies. | The four key messages that structure the IOM report are outlined. A description of how these transformed key aspects of nursing is presented. | The four key messages that structure the IOM report are clearly outlined. A description of how these transformed nursing practice, nursing education and training, nursing leadership, and nursing workforce development are thoroughly discussed. | |||
State-Based Action Coalitions and Their Help in Advancing Goals form IOM Report | The role of state-based action coalitions is omitted. | The role of state-based action coalitions is incomplete. It is unclear how these advance the goals in the IOM report. | The role of state-based action coalitions is summarized. A summary of how they help advance the goals in the IOM report is presented. | The role of state-based action coalitions is discussed. A discussion of how they help advance the goals in the IOM report is presented. | The role of state-based action coalitions is thoroughly discussed. A detailed and accurate discussion of how they help advance the goals in the IOM report is presented. | |||||
State Action Coalition Initiatives Advancing Nursing Profession | 20.0% | Initiatives spearheaded by a state action coalition are omitted. | Only one initiative spearheaded by a state action coalition is presented. The narrative contains omissions and inaccuracies. How these initiatives advance the nursing profession are incomplete. | Two initiatives spearheaded by a state action coalition are summarized. How these initiatives advance the nursing profession are generally discussed. There are some inaccuracies. | Two initiatives spearheaded by a state action coalition and how they advance the nursing profession are discussed. | Two initiatives spearheaded by a state action coalition and how they advance the nursing profession are thoroughly discussed. The discussion demonstrates a clear understanding of the state action committee and the role in advancing the nursing profession. | ||||
Barriers to Advancement | Barriers to advancement that currently exist in the state are omitted. How nursing advocates in the state overcome barriers is omitted. | Barriers to advancement that currently exist in the state are unclear. How nursing advocates in the state overcome barriers is incomplete. | Barriers to advancement that currently exist in the state are presented. How nursing advocates in the state overcome barriers is summarized. There are inaccuracies, or more information is needed. | Barriers to advancement that currently exist in the state and how nursing advocates in the state overcome barriers are described. | Barriers to advancement that currently exist in the state are thoroughly explored and how nursing advocates in the state overcome barriers are thoroughly described. | |||||
Organization, Effectiveness, and Format | ||||||||||
Thesis Development and Purpose | 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 | 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 progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative. | Clear and convincing argument 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), sentence structure, or word choice are present. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. | |||||
Paper Format (use of appropriate style for the major and assignment) | 2.0% | Template is not used appropriately, or documentation format is rarely followed correctly. | Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. | Appropriate template is used. Formatting is correct, although some minor errors may be present. | Appropriate 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) | 3.0% | 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 | 100% |
Links for additional sources:
https://www.aacnnursing.org/Portals/42/News/Factsheets/Education-Impact-Fact-Sheet
Assignment Description:
For our final project of the semester, each student will compose a short formal analysis paper using some of the requisite writing skills required for success in university-level essays
.
This short formal analysis paper will offer a close reading of one of the works we have studied or discussed in some capacity during the semester, using tight, organized argumentation and insightful analyses to show us something meanwhile that merits our attention.
To start, choose an artwork that you enjoyed or maybe that you’ve written about already in some capacity for the class. Or maybe pick something that you have an interpretation for waiting and ready to rock. The skill being assessed here, beyond some of the formalities of academic writing, is being able to work between details and rich, deep ideas emerging out of the context, so one way to pick an art work would be to ask which would be easiest and best to use for this task.
From there, assemble notes and ideas from both Details and Context, as we’ve done all semester. Maybe even do a scant amount of internet research, being sure to take notes on your information so that it may be properly cited in the final paper. Maybe spell them all out or put them on note cards. Make a plan about what you’ll talk about in your essay and what doesn’t fit. Maybe put various ideas together and see what comes out.
Either way, you’ll have to arrive at a central idea here, which, in its final form, will serve as your thesis, your most important idea in the paper, the main claim your paper will prove correct in light of the artwork’s details.
Take, for example, the following theses one might work with for The Bridgewater Madonna:
– In The Bridgewater Madonna, Raphael updates the figures of Mary and Jesus in order to bring them out of history and into the living present.
– Raphael’s depiction of Mary in The Bridgewater Madonna depicts the mother as a sad, withdrawn woman, emphasizing the human cost of biblical feats.
– The treatment of Mary and Jesus in The Bridgewater Madonna shows them set off from the ordinary world, made divine by their distance from the world.
Note how all three of these theses make a direct statement connecting aspects of Raphael’s artwork to some larger idea or proposition about the world. You want to do something similar, making a clear statement about how the artist uses features of his/her work to say something larger about the world.
From there, I would need to organize my argument, figuring out how I will sequence individual readings of details in the paintings/texts to prove my thesis. I might organize by paragraphs, figuring out what each paragraph will argue in the structure of the paper. So, using the first thesis as an example, I might outline as follows:
I. Intro paragraph
A. Anecdote about X-Rays revealing new features
B. Discovery of the original background for Bridgewater Madonna (CITE SOURCE)
C. Reason for the change?
D. Thesis – The treatment of Mary and Jesus in The Bridgewater Madonna shows them set off from the ordinary world, made divine
by their distance from the world.
II. First body paragraph – Depiction of Characters Opposes Them
A. Clothed v. nude
1. Line about purity/nudity in Christian tradition
2. Point is that Mary is human, of earth, while Jesus isn’t
B. Opposing shoulders/body language
1. depiction seems to be of Jesus ready to fall
2. again emphasizes figures’ separation or distance (esp. in relation to maternal stereotypes)
III. Second body paragraph – Points of connection
A. Eyes
1. Intensity of look suggests some link, so it’s not that M is a bad mom
2. Eyes show the personal relationship but only in look, not touch
B. Shroud on M’s head and J’s hand
1. Shroud’s background (CITE SOURCE)
2. As a point of connection it emphasizes Jesus’ larger purpose
IV. Third body paragraph – Interior
A. Room seems closed off but window to exterior
1. Effect on the lighting, chiaroscuro effect
B. This a private moment for private concerns, but R dresses this sacrifice in the brightest, purest of lights, light from within human
sadness, that’s the sacrifice (or “passion”) that Raphael paints here.\
From this outline, I have the general order of my paper, along with many detail-specific readings tied directly to my central argument. Each paragraph makes meaningful connection between the image and my reading of it.
From here, I would write the paper, with the understanding that the written execution of the paper will likely change the argument and its individual sections. Changes to the thesis and tweaks to the internal organization of the paper are often necessary to clarify the argument.
But the devil is in the details, so make sure you’re taking us through readings and interpretations of specific details from the text. Walk us through your way of seeing it, make us understand where you’re coming from. Think of yourself as a tour guide taking the painting’s or text’s details apart and then rearranging them to show us something new about it.
Assignment Guidelines:
Your paper must be between 750-1000 words (about 2-3 double-spaced pages), not including your name, date, paper title, and other header elements.
The assignment requires students to use MLA formatting for both the paper’s general appearance as well as the formatting of any citations. Here is a link to the basic page appearance
(Links to an external site.)
. And here is a link to how to use the citation system
(Links to an external site.)
.
As a different level of writing relative to our test questions and discussion posts, the writing here should be put through drafts, edited and refined to a smooth flow of ideas. It’s worth noting here that even a first draft benefits from a once-over, even if only to read it out loud and catch broken sentences or other writerly improprieties.
Please note here that despite writing style being an element of presentation that comma errors will not sink you here. Each students comes in with different writing experiences, and many of you will hone your writing style over the next two years as you take the introductory composition classes required at the university. I write this because I don’t hold students to a universal standard for writing style and usage. I do, however, require students to write in complete sentences (so sentence fragments will see reductions in grade) as well as adhering to
the class Revision Tips document
download
, which gives some basic writing rules that students should observe when writing in university classes.
In the end, your paper should clearly and confidently argue your central point, using a clear structure and specific details to connect the artwork’s specifics to a larger argument about what the artwork says or does.
Rubric:
Papers will be assessed for their argumentation, analysis, and presentation. Argumentation is inclusive of your thesis and the paper’s argumentative organization at both the macro level as well as in individual paragraphs. Analysis concerns the author’s use of supporting details and includes their work with the artwork’s fine details as well as any supporting evidence (which must be cited). Presentation covers the quality of the paper’s written prose and also covers formatting within MLA style.
Papers earning A-range grades will be immaculately argued, with a crystal-clear central thesis advancing a complex and nuanced argument about the artwork’s larger point. Supporting paragraphs will be oriented toward proving the thesis and will have a clear breakdown between macro-level argumentation and finer, more specific points. Analysis in A-level papers will attend to specific details from the artwork and clearly relate the details to the larger argument the author is making, networking these small details into larger patterns of significance. Finally, A-level papers will be free of typos, spelling errors, sentence fragments, and other issues identified in the
Revision Tips
list available on Canvas.
Papers earning B-grades will be close to A-range, but may exhibit a significant issue in one area, or lesser issues in one or more areas described above. Perhaps the argument is good, but poor stated in the thesis and loosely organized in individual paragraphs. Or maybe the argumentation is excellent, but lacks the necessary supporting details or is missing citations. Insightful analysis in these papers might be present, but might not be clearly related to the larger argument in meaningful ways. B papers will be largely free of major presentational issues, but might have slip-ups on
revision tips issues
or small issues of usage or phrasing.
Papers earning C-level grades will have significant issues in two or more areas. Such papers sometimes have insightful readings of the artwork but lack a clear central argument to orient those readings. Or perhaps there is an argument present, but one that is unclear or vaguely stated, or one that lacks sufficient use of painterly details in the course of its argument. Grammatical or usage errors will not automatically put a paper in C-range grades, but sustained errors in issues identified in the Revision Tips list or severe issues like sentence fragments can be enough to push an otherwise decent high-B paper into this range.
Papers earning D-level grades have major issues in all three categories, lacking a clearly articulated argument, clear or insightful analysis, and suffering from major issues related to the paper’s presentation. Papers earning failing or F grades will suffer more significantly from the issues described in D-level criteria.
Rubric Criteria:
1) Argument
This score covers both the paper’s central thesis as well as the argumentative organization.
With the thesis, what we’re looking for is a clear statement of the general idea. This thesis should come somewhere in the introduction and introduce the general point you’re getting across in the paper. The general point itself needs a compelling and essential idea about what the artwork is saying or arguing relative to one of its major themes or ideas.
Subsequent paragraphs should then be organized around proving the thesis, with clear support from well-organized paragraphs. The entire argument should read as a coherent whole, and the reader shouldn’t be confused at any point about how an individual paragraph relates to the larger argument.
2) Analysis
This score concerns the quality, complexity, creativity, and clarity of your formal analysis.
The key with formal analysis is to have a clear idea derived from the specific details of the artwork. A good formal analysis has a clear idea, but one that is threaded through the artist’s way of presenting things. In this kind of argument, the specific choices build out to larger ideas. Body paragraphs should engage directly with specific details from the artwork, exploring them creatively to offer up new ways of considering the artwork.
3) Presentation
This score covers the prose’s quality, formatting, and the presentation of your paper.
Because all writers enter the course with different writing backgrounds, it’s impossible to offer clear and hard-fast rules regarding the quality of prose. Do, however, check the
revision tips list
. This score is lowered with each infraction of those issues on the list, so please do due diligence and revise your prose according to those precepts.
As noted above, papers should be formatted in MLA style. This covers the formatting of name, course information, date, paper title, page numbers, etc.
IOM Future of Nursing Report and Nursing
Name
Institution
Course
Professor
Date
IOM Future of Nursing Report and Nursing
Introduction
In 2010 the Robert wood Johnson foundation (RWJF) committee released a report named the future of nursing: leading change, advancing health. The report was based on an analysis of the future requirements and the challenges faced by nurses. In the report, the committee articulated four main messages that should be implemented to enhance the care provided by nurses.
The committee presented recommendations to the policymakers and State governments to implement measures to enhance the care provided by the caregivers. First, it recommended transformation in nursing education. While drawing attention to the shortage in faculties and seats to train enough nurses in colleges, the report recommended that it was necessary to increase the number of nurses with a postgraduate degree and baccalaureate nurses (Noll, 2017). Further, it pointed out that nurses required additional skills to overcome the challenges they face, and advanced education was the most appropriate source of the skills. Therefore, the report indicated relevant Bodies should encourage nurses to equip themselves with the proper skill to overcome future challenges by obtaining higher education.
The report also recommends that nurses can take up leadership roles and therefore should take up such. The experience from being bedside nurses and having direct interaction with other practitioners and patients offers them adequate knowledge to formulate much-needed policies in the profession. Additionally, the report explains that nurses should work as equal partners with other practitioners to develop guidelines for the profession.
The report also recommended that nurses get detailed data on the resources available and the role in healthcare. Additionally, the report explained that nurses needed information just like other caregivers to ensure that they provided informed care. Further, the data would enable them to make informed decisions in the course of practice.
Once the report was released, most nursing institutions and professionals received it and called for bodies responsible for implementing the report to FastTrack the implementation process. Additionally, state action coalitions were formed to work alongside the government and other organizations to accelerate implementing the report’s recommendations. Consequently, Montgomery, et al. (2016), indicate that the number of nurses with higher education and specifically baccalaureate nurses had increased between 2010 and 2016 from 47% to 56%. The increase in the growth of nurses taking up the baccalaureate degree program has improved drastically, and the transition can be attributed to implementing the recommendations.
Today employers prefer nurses with baccalaureate degrees over those with associate degrees. According to Harrison et al. (2019), by 2015 more than 10% of hospitals in California required that applicants to nursing positions possess a baccalaureate degree which was an increase from about 4% in 2011. Additionally, most other hospitals in the state of California stated that they preferred such nurses Even though they had not put in measures to enforce it. The structure recommended by the program to incorporate student nurses into the residency programs increased efficiency in which student nurses become professionals (Wood, 2010) . The program aimed to ensure that nurses acquired additional skills like critical thinking, interdisciplinary collaboration, and propane leadership skills.
The stakeholders formed state collaboration units comprising mainly of the healthcare stakeholders. The unit was formed 2 implement the recommendations of the report in all states. Each state and Washington DC formed its unit, making a total of 51 units. The primary role of the units was to develop plans while considering the geographical and local requirements to achieve a successful implementation of the recommendations in the report. The unit incorporates all stakeholders involved with nurses such as consumers, policymakers, business, and care providers to achieve their roles effectively.
The state coalitions have a significant contribution to input in the implementation of the report. First, they identify the changes the implementation units would implement and the best practices for implementing them and sharing the best practices with stakeholders in healthcare (Afam, 2012). The coalition also determines the areas that require research and identifies the practice models to replicate in local states to ensure excellent healthcare for patients.
In New Mexico, their coalition group is initiating a standard curriculum for the nursing institutions and promoting residency programs in the rural hospitals. The New Mexico education nursing consortium has been tasked with coming up with the standard curriculum. This move is aimed at increasing the number of nurses with higher education. The consortium is also charged with partnering with colleges and universities to increase the number of nurses with higher education (Afam, 2012). Finally, implementing a common curriculum enables institutions to enhance the quality of education provided to the nurses and promote sharing of faculties and technologies.
The competency of nurses in rural areas is not on the same levels as of those in cities. Therefore that explains more rural competency enhancement and residency programs are being implemented. For instance, the Idaho state university supports new graduates from rural areas with a one-year residency program which enhances their competency before joining as professional nurses. This initiative spearheaded by the coalition in partnership with the university ensures the nurse’s confidence is boosted, thus increasing the retention in rural areas, enabling healthcare access in the rural areas.
The most significant barriers facing the implementation of healthcare in my state are low salaries and a shortage of nurses. There is intensive lobbying by nursing advocates for increasing salaries for nurses. The increase will add on to the number of people enrolling to be nurses and increase the nurses in the hospitals, thus eliminating the shortage experienced.
References
Afam, C. C. (2012). The influence of leadership practices on faculty job satisfaction in baccalaureate degree nursing program. Retrieved from ProQuest Dissertations and Theses.(AAT 3510178).
Harrison, J. M., Aiken, L. H., Sloane, D. M., Brooks Carthon, J. M., Merchant, R. M., Berg, R. A., … & American Heart Association’s Get With the Guidelines–Resuscitation Investigators. (2019). In hospitals with more nurses who have baccalaureate degrees, better outcomes for patients after cardiac arrest. Health Affairs, 38(7), 1087-1094.
Montgomery, L., Benzies, K., & Barnard, C. (2016). Effects of an educational workshop on pediatric nurses’ attitudes and beliefs about family-centered bedside rounds. Journal of pediatric nursing, 31(2), e73-e82.
Noll, K. (2017). Baccalaureate nursing student and faculty views of effective teaching.
Wood, R. (2010). The future of nursing: Leading change, advancing health. The National Academies Press.