NR 537 Week 5 Rubric Development

Student Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name:

Date

Understanding Rubric Development for Health Care Policy Assignments

Rubric development is essential in shaping the academic success of nursing students. It provides a structured evaluation system that helps in assessing student performance on assignments, ensuring clear expectations and consistent grading. This article explores the process of developing a rubric for a health care policy paper assignment, specifically in NR 537 Week 5. The focus is on how students can successfully meet the required standards and achieve the learning outcomes.

The Importance of Rubric Development in Nursing Education

In nursing education, written assignments are crucial in fostering students’ ability to research, synthesize information, and propose evidence-based solutions. One key assignment in NR 537 is the health care policy paper, where students must analyze current health care policies, propose improvements, and create an action plan for implementation. This assignment not only assesses students’ knowledge but also sharpens their critical thinking, research, and policy-making skills. Rubric development plays a vital role in ensuring that students are evaluated fairly and comprehensively, with clear expectations guiding their work.

Learning Objectives for the Health Care Policy Paper

The primary objective of the NR 537 Week 5 assignment is to help students evaluate and propose improvements for a health care policy. By the end of the assignment, students should be able to:

Select and assess a public health care policy: Students will identify a relevant policy, analyze its effectiveness, and examine its impact on public health and community-based care.
Develop a comprehensive action plan: Students will propose solutions to identified policy issues and create a detailed action plan for implementing changes.

These outcomes emphasize the importance of evidence-based decision-making and advocacy in health care policy, helping students to develop critical skills that are necessary for their professional growth.

Key Components of the Rubric for Health Care Policy Papers

The rubric for the health care policy paper outlines specific criteria for assessing both content and format. The rubric is divided into two main categories: content criteria and format criteria.

Criteria	Description
Identification of Health Care Policy and Its Concerns	The student must define the selected policy, describe its scope, and identify key concerns related to public health and nursing. A thorough analysis of the policy’s impact on various population groups is essential.
Student-Identified Solutions and Arguments	Students must propose solutions to the identified health care issues. The rubric values well-reasoned arguments supported by evidence and critical analysis.
Development of an Action Plan	The student must design an action plan for implementing the proposed solutions, detailing stakeholders, potential challenges, and strategies for overcoming barriers.

Format Criteria

In addition to content, the format of the paper is equally important. The rubric includes the following format criteria:

Criteria	Description
Argument Logic, Construction, and Presentation	This criterion assesses the clarity and logical flow of the paper. The student must present a clear argument with well-organized content that supports the thesis.
APA 6th Edition Citation and Format	Correct formatting and citation are essential in academic writing. This criterion evaluates the adherence to APA 6th edition guidelines, citation accuracy, and paper structure.

Performance Levels and Scoring

The rubric uses four performance levels to assess student work: exceptional, good, satisfactory, and unsatisfactory. Each level corresponds to a specific percentage range and scoring criteria, with a total of 180 points available:

Performance Level	Percentage Range	Description
Exceptional	90% and above	Papers that meet or exceed all expectations, demonstrating comprehensive analysis, well-reasoned solutions, and clear presentation.
Good	80%-89%	Papers that fulfill most criteria, with minor gaps in analysis or detail.
Satisfactory	70%-79%	Papers that meet basic requirements but lack depth or clarity in some areas.
Unsatisfactory	Below 70%	Papers that fail to meet key criteria, with significant gaps in analysis, argumentation, or formatting.

Rubric Descriptors: Breaking Down the Criteria

Each rubric criterion is further broken down into specific descriptors that define the quality of student work at each performance level. For example:

Criterion	Exceptional	Good	Satisfactory	Unsatisfactory
Identification of Health Care Policy and Its Concerns	In-depth analysis covering all relevant aspects, including the policy’s impact on nursing and affected populations.	General overview with most key aspects, though some details may be lacking.	Basic definition but lacks comprehensive analysis or misses key concerns.	Vague or incomplete discussion with minimal relevance to nursing or public health.
Student-Identified Solutions and Arguments	Well-supported, innovative solutions with clear arguments, demonstrating deep understanding of nursing advocacy and policy-making.	Solid solutions with explanations, though some details may be lacking.	Basic solutions with limited detail and analysis.	Weak or poorly explained solutions with minimal analysis.

Conclusion

The NR 537 Week 5 rubric development is a critical tool that helps nursing students analyze and improve health care policies. By adhering to the rubric’s content and format criteria, students can ensure their work meets the highest standards and demonstrates a thorough understanding of policy issues and solutions. A clear, structured approach to rubric development not only helps students achieve better grades but also prepares them to contribute meaningfully to health care policy discussions and advocacy.

References

Abuatiq, A. (2019). E-learning in nursing: Tool development for evaluating virtual patient learning systems. Teaching and Learning in Nursing, 14(4), 291-297. https://doi.org/10.1016/j.teln.2019.06.010