NUR 590 Evidence-Based Practice Project Proposal Presentation Assignment

Sample Answer for NUR 590 Evidence-Based Practice Project Proposal Presentation Assignment Included After Question

Assessment Description

The dissemination of an evidence-based practice project proposal is an important part of the final project. Dissemination of your project to a local association or clinical site/practice informs important stakeholders of evidence-based interventions that can improve clinical practice and ultimately patient outcomes.

For this assignment, develop a professional presentation that could be disseminated to a professional group of your peers.

Develop a 12-15 slide PowerPoint detailing your evidence-based practice project proposal. Create speaker notes of 100-250 words for each slide. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the topic Resources for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning and an additional slide for References at the end. Be sure to consider your personal demeanor and tone during the recorded presentation.

Include the following in your presentation:

1. Introduction (include PICOT statement)
2. Organizational Culture and Readiness
3. Problem Statement and Literature Review
4. Change Model, or Framework
5. Implementation Plan
6. Evaluation Plan
7. Conclusion

You are required to cite a minimum of six peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

A Sample Answer For the Assignment:  NUR 590 Evidence-Based Practice Project Proposal Presentation Assignment

Title: NUR 590 Evidence-Based Practice Project Proposal Presentation Assignment

Obesity among school-age children has reached epidemic levels in the United States. Obesity is a serious public health concern since it affects various health dimensions including physical, psychological, and cardiovascular health. Childhood obesity’s prevalence is still high in the US since 1 in every 5 children has obesity (Skinner et al., 2018). Risk factors in early childhood include poor eating habits, lack of physical activity, genetics, and negative childhood events (Lindberg et al., 2020; Tester et al., 2018). Therefore, immediate, evidence-based, and population-driven interventions are necessary to reduce the surging rates.

PICOT: In school-age children with obesity (P), can educating parents and children on reducing screen time and increasing physical activity (I) compared to no education (C) reduce obesity rates (O) in six months (T)?

The organization is largely an adhocracy. From a management viewpoint, adhocracy as a culture that emphasizes individual initiatives instead of defined rules and a set hierarchy to accomplish tasks. Under this model, the management supports individual initiatives aiming to enhance health outcomes. Considering how the mission and values are centered on progressive improvement and management’s support towards progressive initiatives, it is justified to deduce that the organization’s culture fully supports change. Some of the factors promoting change in the organization include structure, values, and team engagement. Organization’s leaders reward creative initiatives and prepare the organization to adopt the necessary change accordingly.

The Organizational Readiness to Change Assessment (ORCA) survey was used to assess the organization’s readiness for change. The overall survey (93%) indicates that the organization is ready for the change in terms of culture and ability. Several factors show that the organizational culture will support and sustain an evidence-based practice change. The EBP project is largely a quality improvement program, which aligns with the main organization’s values hence maximum support. Potential barriers include inadequate resources forcing the program to take longer than anticipated to be fully implemented since the number targeted for the training program is not limited to a specific figure. Stakeholder support can be guaranteed since the management, nurse leaders, suppliers, and donors have been fully committed to change-driven projects. The timing is also excellent since there is no other EBP project being funded.

School-age children are a vulnerable population at high risk of obesity. A significant proportion spends a lot of time on screens watching television, gaming, and social interaction, among other ways. Increased screen time increases obesity prevalence since it is associated with too much energy intake and low physical activity (Schwarzfischer et al., 2020). Obesity puts children at risk of diabetes and cardiovascular, physical, and mental health problems. With the rates of obesity increasing, children’s health continues to deteriorate. Performance in education and their social interaction are also affected. Overall, the increased illness burden increases health care costs and nurses’ workload, and evidence-based interventions are necessary.

Lin et al. (2021) conducted a study in Chiayi, Taiwan, from April to December 2018 on the effect of parental educational programs on screen use, sleep quality, and psychosocial adaptation among preschoolers. To compare outcomes, 129 parent-child dyads participated in the study. In this observational study, the experimental group (N=63 dyads) received parental education, and the control group (N=66) performed daily activities. Lin et al. (2021) found that the screen time in the intervention group was significantly reduced, and they presented improved sleep quality and attention score for psychosocial adaptation. Joseph et al. (2019) conducted focus groups and thematic analysis on three parents and 1 ECE provider groups. Parents and ECE providers were found to lack awareness of physical activity or screen time guidelines. Joseph et al. (2019) recommended improved awareness of screen time and physical activity guidelines.

In a study by Goncalves et al. (2019), 318 parent-child dyads participated and completed a survey measuring sociodemographic data, weekday and weekend screen time, and parental self-efficacy for limiting screen time. Parental screen time and self-efficacy to limit screen time emerged as influences towards child screen time and weight status.  The study confirmed the role of parental knowledge in modeling children’s behavior. It advocated for the need to increase parents’ knowledge to enable parents to regulate self- and children’s screen time to reduce overweight problems. Tester et al. (2018) classified and evaluated sociodemographic data, birth characteristics, and screen time, among other factors. Children with severe obesity (SO) had higher odds of screen time above the limit. Children with SO had greater disparities in social determinants of health and were more than twice as likely to engage in double the recommended screen time limit. The study recommended the need for increasing children’s knowledge on the connection between screen time and obesity.

Schwarzfischer et al. (2020) investigated the relationship between average time spent playing outside and screen time and anthropometric measures. Schwarzfischer et al. (2020) performed linear, logistic, and quantile regressions to test the effect of average time spent on playing outside and screen time on anthropometric measures. The researchers found that excessive screen time in the early years is a risk factor for increased zBMI irrespective of children’s time playing outside. The study affirmed the need for interventions that reduce screen time in children. Wernberg et al. (2021) evaluated the connection between screen time and parents’ education levels with adherence to a Mediterranean dietary pattern. It was found that high screen time was associated with low adherence to a healthy diet, and the situation was worse among parents with low education levels. The study confirmed the critical role of parents in regulating children’s behavior and how knowledge affects decisions related to screen time, diets, and physical activity.

Eyimaya and Irmak (2020) investigated the relationship between parenting practices and children’s screen time following the COVID-19 outbreak.  Eyimaya and Irmak (2020) found a significant rise in the amount of screen time after the amount of time that parents spent at home increased due to lockdown. Parenting practices were found to influence children’s screen time, and ground rules are necessary to reduce screen time. The confirmed that parental knowledge affects children’s screen time and regulation is necessary. Hewitt et al. (2018) compared adherence to physical activity, screen time, and sedentary behaviors recommendation. The observational study primarily compared data on physical activity, screen time, and sedentary behavior recommendations. It was found that child care centers compliant with recommendations for promoting physical activity, reducing screen time, and hindering sedentary living were associated with high levels of health standards. The study proposed the need for education on children’s physical activity to families.

The Iowa model follows an eight-step process with each leading to the other. The model helps change agents to promote change through a team-based, multiphase process. The first step is to identify the trigger that prompts the need for change. Prioritizing the problem follows since change consumes a lot of time and resources and should be justified (Duff et al., 2020). The third step is forming a team to develop, evaluate, and implement the EBP change, which should be diverse for better outcomes (EL et al., 2019). The fourth step involves gathering and analyzing research related to the proposed practice change. In this step, a research question through the PICOT approach is formulated and a relevant literature search is conducted.

Literature search precedes other four interrelated steps. It starts with critiquing and synthesizing literature to determine if the change is scientifically relevant. Next (sixth step), the change agent decides if there is sufficient research to implement a practice change. Sufficient research prompts change implementation into a pilot program. Lastly, the results are evaluated, and the relevant change adopted if it is feasible. After introducing the change, there should be a continuous observation, evaluation, and analysis of the progress to guide revisions and updates where necessary. As the Iowa model proposes, the EBP project would be best implemented through a team-based, multiphase process. Using the Iowa model’s stages will make its implementation procedural, where one phase leads to the other.

In this education program, selected groups will be invited to participate in two-week training on healthy living. Focus areas will include the connection between sedentary living and lifestyle diseases, positive behavior change, and preventive health. As an education program, a significant portion of the budget is towards education facilitation and necessary materials. Regarding resources, expert trainers on healthy living are required. Related resources include the training venue, refreshments, education materials, and preparation. As people that the proposed change affects directly, stakeholders should be involved appropriately. The management is among the key stakeholders needed to implement the plan. The other important stakeholder is trainers. As an education program, the EBP project cannot succeed without trainers. Other stakeholders include the media, selected community leaders, and colleagues. The project is expected to be complete in six months.

Through parental guidance, children will reduce screen time and increase physical activity. Over time, there should be a significant reduction in childhood obesity and a proportional decline in the number of obese children visiting the health care facility. A quantitative comparison of the pre-and post-implementation data will be carried out to show the quantitative change in traits. Outcomes will be measured and evaluated in terms of reduction in screen time and increase in physical activity before and after the education program. The education program may fail to realize a positive difference in terms of the physical activity increase and screen time reduction. Although not anticipated, such outcomes may prompt a project extension or screen time reduction and increased physical activity may be supplemented with other interventions to reduce childhood obesity. A suitable intervention is a nutritional management program- education on healthy eating behaviors.

In conclusion, educating parents and children on the implications of too much screen time and the need to increase physical activity is expected to be the foundation of behavior change. As a nursing intervention, the education program will improve knowledge on the connection between obesity in children and screen time as a risk factor. Minimizing screen time and increasing physical activity is expected to trigger a proportional reduction in obesity rates among children and save families and the organization the costs involved in treating obesity. The overall outcome is creating a healthy populace by reducing obesity rates among school-age children.

NUR 590 Evidence-Based Practice Project Proposal Presentation Assignment References

¨Duff, J., Cullen, L., Hanrahan, K., & Steelman, V. (2020). Determinants of an evidence-based practice environment: an interpretive description. Implementation Science Communications, 1(1), 1-9. https://doi.org/10.1186/s43058-020-00070-0

¨El, A. T. A. E. W., Sharkawy, A. R. S., & Abd El Hady, R. M. (2019). application of Iowa model evidence-based practice on maternity nurses regarding postpartum hemorrhage. Journal of Critical Reviews, 7(5), 2020.

¨Eyimaya, A. O., & Irmak, A. Y. (2021). Relationship between parenting practices and children’s screen time during the COVID-19 Pandemic in Turkey. Journal of Pediatric Nursing, 56, 24-29. https://doi.org/10.1016/j.pedn.2020.10.002

¨Goncalves, W.S.F., Byrne, R., Viana, M.T. et al.(2019). Parental influences on screen time and weight status among preschool children from Brazil: A cross-sectional study. Int J Behav Nutr Phys Act 16, 27 (2019). https://doi.org/10.1186/s12966-019-0788-3

¨Hewitt, L., Benjamin-Neelon, S. E., Carson, V., Stanley, R. M., Janssen, I., & Okely, A. D. (2018). Child care centre adherence to infant physical activity and screen time recommendations in Australia, Canada and the United States: An observational study. Infant Behavior and Development, 50, 88-97. https://doi.org/10.1016/j.infbeh.2017.11.008

¨Joseph, E. D., Kracht, C. L., St. Romain, J., Allen, A. T., Barbaree, C., Martin, C. K., & Staiano, A. E. (2019). Young Children’s Screen Time and Physical Activity: Perspectives of Parents and Early Care and Education Center Providers. Global Pediatric Health, 6, 2333794X19865856. https://doi.org/10.1177%2F2333794X19865856

¨Lin, Y. M., Kuo, S. Y., Chang, Y. K., Lin, P. C., Lin, Y. K., Lee, P. H., … & Chen, S. R. (2021). Effects of parental education on screen time, sleep disturbances, and psychosocial adaptation among Asian preschoolers: A randomized controlled study. Journal of Pediatric Nursing, 56, e27-e34. https://doi.org/10.1016/j.pedn.2020.07.003

¨Lindberg, L., Danielsson, P., Persson, M., Marcus, C., & Hagman, E. (2020). Association of childhood obesity with risk of early all-cause and cause-specific mortality: A Swedish prospective cohort study. PLoS Medicine, 17(3), e1003078. https://doi.org/10.1371/journal.pmed.1003078

¨Schwarzfischer, P., Gruszfeld, D., Socha, P., Luque, V., Closa-Monasterolo, R., Rousseaux, D., … & Grote, V. (2020). Effects of screen time and playing outside on anthropometric measures in preschool aged children. PloS One, 15(3), e0229708. https://dx.doi.org/10.1371%2Fjournal.pone.0229708

¨Skinner, A. C., Ravanbakht, S. N., Skelton, J. A., Perrin, E. M., & Armstrong, S. C. (2018). Prevalence of obesity and severe obesity in US children, 1999–2016. Pediatrics, 141(3). https://doi.org/10.1542/peds.2017-3459

¨Tester, J. M., Phan, T. L. T., Tucker, J. M., Leung, C. W., Gillette, M. L. D., Sweeney, B. R., … & Eneli, I. U. (2018). Characteristics of children 2 to 5 years of age with severe obesity. Pediatrics, 141(3). https://doi.org/10.1542/peds.2017-3228

¨Wärnberg, J., Pérez-Farinós, N., Benavente-Marín, J. C., Gómez, S. F., Labayen, I., G Zapico, A., … & Barón-López, F. J. (2021). Screen time and parents’ education level are associated with poor adherence to the Mediterranean Diet in Spanish children and adolescents: The PASOS Study. Journal of Clinical Medicine, 10(4), 795. https://doi.org/10.3390/jcm10040795

Assessment Description

The dissemination of an evidence-based practice project proposal is an important part of the final project. Dissemination of your project to a local association or clinical site/practice informs important stakeholders of evidence-based interventions that can improve clinical practice and ultimately patient outcomes.

For this assignment, develop a professional presentation that could be disseminated to a professional group of your peers.

Develop a 12-15 slide PowerPoint detailing your evidence-based practice project proposal. Create speaker notes of 100-250 words for each slide. For the presentation of your PowerPoint, use Loom to create a voice-over or a video. Refer to the topic Resources for additional guidance on recording your presentation with Loom. Include an additional slide for the Loom link at the beginning and an additional slide for References at the end. Be sure to consider your personal demeanor and tone during the recorded presentation.

Include the following in your presentation:

1. Introduction (include PICOT statement)
2. Organizational Culture and Readiness
3. Problem Statement and Literature Review
4. Change Model, or Framework
5. Implementation Plan
6. Evaluation Plan
7. Conclusion

You are required to cite a minimum of six peer-reviewed sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and nursing content.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Resources

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Advanced Nursing Research: From Theory to Practice

Read Chapters 22 and 23 in Advanced Nursing Research: From Theory to Practice.

View Resource

Innovations in Research Dissemination: Research Participants Sharing Stories at a Conference

Read “Innovations in Research Dissemination: Research Participants Sharing Stories at a Conference,” by Douglas, Jackson, Woods,

… Read More

https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/innovations-research-dissemination-participants/docview/2327516899/se-2?accountid=7374

Loom

Loom is a free video recording tool that allows you send messages through shareable videos. For assistance on installing the softwa

… Read More

https://support.gcu.edu/hc/en-us/articles/115015942807-Third-Party-Contact-Information

Advanced Practice Nursing: Essential Knowledge for the Profession

Review Chapter 20 in Advanced Practice Nursing: Essential Knowledge for the Profession.

View Resource

Writing an Abstract for a Poster or Oral Presentation

Read “Writing an Abstract for a Poster or Oral Presentation,” by Bodin and McDaniel, from Alabama Nurse (2019).

https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=136923973&site=ehost-live&scope=site

Engagement of Community Stakeholders to Develop a Framework to Guide Research Dissemination to Communities

Read “Engagement of Community Stakeholders to Develop a Framework to Guide Research Dissemination to Communities,” by Cunningham-

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https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/engagement-community-stakeholders-develop/docview/2443277489/se-2?accountid=7374

Poster Presentations: A Great Way to Share Your Evidence-Based Knowledge

Read “Poster Presentations: A Great Way to Share Your Evidence-Based Knowledge,” by Sawaya, from International Journal of Chi

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https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=123698144&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

Using Storylines for Bilingual Dissemination of a Grounded Theory

Read “Using Storylines for Bilingual Dissemination of a Grounded Theory,” by Ligita, Francis, Wicking, Harvey, and Nurjannah, fro

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https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/scholarly-journals/using-storylines-bilingual-dissemination-grounded/docview/2327522196/se-2?accountid=7374

Avoid Common Mistakes When Presenting Your Research, Evidence-Based Practice, or Quality Improvement Projects

Read “Avoid Common Mistakes When Presenting Your Research, Evidence-Based Practice, or Quality Improvement Projects,” by Siedleck

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https://lopes.idm.oclc.org/login

NUR 590 Evidence-Based Practice Project Proposal Presentation Assignment – Rubric

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Introduction

6 points

Criteria Description

Introduction

5. 5: Excellent

6 points

The introduction is succinct, captures the attention of the audience, clearly identifies PICOT statement and the fundamental aspects of the evidence-based practice project proposal that will be the main talking points and for the presentation.

4. 4: Good

5.52 points

The introduction is adequate. The PICOT statement and the fundamental aspects of the evidence-based practice project proposal that will be the main talking points and PICOT statement for the presentation are discussed.

3. 3: Satisfactory

5.28 points

The introduction omits key aspects of the PICOT and fundamental aspects of the evidence-based practice project proposal that will be the main talking points and PICOT statement for the presentation.

2. 2: Less Than Satisfactory

4.8 points

The introduction generally presents the PICOT statement and most of the fundamental aspects of the evidence-based practice project proposal that will be the main talking points and for the presentation.

1. 1: Unsatisfactory

0 points

An introduction is not included.

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Organizational and Cultural Readiness

12 points

Criteria Description

Organizational and Cultural Readiness

5. 5: Excellent

12 points

The organizational culture and readiness are thoroughly discussed and provide insight into the organization challenges.

4. 4: Good

11.04 points

The discussion on the organizational culture and readiness is incomplete.

3. 3: Satisfactory

10.56 points

The organizational culture and readiness are adequately discussed and provide the necessary insight into the organization challenges.

3. 2: Less Than Satisfactory

9.6 points

The discussion on the organizational culture and readiness is not included.

1. 1: Unsatisfactory

0 points

The organizational culture and readiness are generally discussed and provide insight into some of the challenges faced by the organization.

Problem Statement and Literature Review

18 points

Criteria Description

Problem Statement and Literature Review

5. 5: Excellent

18 points

The problem describes the issue using evidence-based support from the literature review to rationalize and justify the problem. The research from the literature review is current, relevant, and used to provide adequate rationale and support throughout.

4. 4: Good

16.56 points

The problem statement summarizes the issue and uses evidence-based support from some of the literature review to rationalize and justify the problem. The research from the literature review provides general support overall.

3. 3: Satisfactory

15.84 points

The problem statement is consistent throughout the presentation and concisely describes the issue using strong evidence-based support from the literature review to rationalize and justify the problem. The research from the literature review is current, relevant, and used to provide excellent rationale and support throughout.

2. 2: Less Than Satisfactory

14.4 points

The problem statement outlines the issue. Support from the research from the literature review is inconsistent.

1. 1: Unsatisfactory

0 points

The problem statement is not clearly stated. Research from the literature review is not included.

Change Model or Framework

12 points

Criteria Description

Change Model or Framework

5. 5: Excellent

12 points

The selected model or framework and its application to the proposed implementation are thoroughly described.

4. 4: Good

11.04 points

The selected model or framework and its application to the proposed implementation are adequately described.

3. 3: Satisfactory

10.56 points

The selected model or framework and its application to the proposed implementation are generally described.

2. 2: Less Than Satisfactory

9.6 points

The selected model or framework is and its application to the proposed implementation are only partially described.

1. 1: Unsatisfactory

0 points

The selected model or framework and its application to the proposed implementation are not described.

Implementation Plan

12 points

Criteria Description

Implementation Plan

5. 5: Excellent

12 points

The implementation plan is thoroughly described and provides the details for the various aspects.

4. 4: Good

11.04 points

The implementation plan is generally described and provides an overall outline for the various aspects.

3. 3: Satisfactory

10.56 points

The implementation plan is adequately described and provides the details for the various aspects.

2. 2: Less Than Satisfactory

9.6 points

The implementation plan is not described.

1. 1: Unsatisfactory

0 points

The implementation plan is only partially described.

Evaluation Plan

12 points

Criteria Description

Evaluation Plan

5. 5: Excellent

12 points

The evaluation plan is thoroughly described and provides the details for the various aspects.

4. 4: Good

11.04 points

The evaluation plan is adequately described and provides key information for the various aspects.

3. 3: Satisfactory

10.56 points

The evaluation plan is outlined and provides general information for most aspects.

2. 2: Less Than Satisfactory

9.6 points

The evaluation plan is only partially described.

1. 1: Unsatisfactory

0 points

The evaluation plan is not described.

Conclusion

6 points

Criteria Description

Conclusion

5. 5: Excellent

6 points

The conclusion is short, clear and summarizes the key points of the presentation in a powerful and memorable way.

4. 4: Good

5.52 points

The conclusion summarizes the key points of the presentation in a concise manner.

3. 3: Satisfactory

5.28 points

The conclusion outlines the broad aspects of the presentation.

2. 2: Less Than Satisfactory

4.8 points

The conclusion mentions some aspects of the presentation, but there are some key aspects missing.

1. 1: Unsatisfactory

0 points

A conclusion is not presented.

Research

6 points

Criteria Description

Research

5. 5: Excellent

6 points

Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.

4. 4: Good

5.52 points

Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.

3. 3: Satisfactory

5.28 points

No outside sources were used to support the assignment.

2. 2: Less Than Satisfactory

4.8 points

Research is adequate. Sources are standard in relevance, quality of outside sources, or timeliness.

1. 1: Unsatisfactory

0 points

Few outside sources were used to support the assignment. Limited research is apparent.

Presentation

12 points

Criteria Description

Presentation PowerPoint, speaker notes, Loom voice over or video.

5. 5: Excellent

12 points

The submission is presented effectively, and all of the required elements creatively contribute to the presentation of the concepts.

4. 4: Good

11.04 points

The submission is presented effectively and contains all of the required elements.

3. 3: Satisfactory

10.56 points

The submission contains minor inconsistencies that are not overly distracting. Presentation contains a majority of the required elements.

2. 2: Less Than Satisfactory

9.6 points

The submission is ineffective, contains multiple inconsistencies, or is missing a few of the required elements.

1. 1: Unsatisfactory

0 points

The submission is incoherent, contains major inconsistencies, is not presented effectively, or is missing a substantial amount of the required elements.

Aesthetic Quality

6 points

Criteria Description

Aesthetic Quality

5. 5: Excellent

6 points

Design is cluttered. Materials detract from the content or the purpose of presentation is low quality.

4. 4: Good

5.52 points

Design is appropriate and integrates a variety of objects, charts, and graphs to amplify the message.

3. 3: Satisfactory

5.28 points

Design is clean. Skillful handling of text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.

2. 2: Less Than Satisfactory

4.8 points

Design is fairly clean, with a few exceptions. Materials add to, not detract from the presentation. Materials used were quality products and easy to see or hear.

1. 1: Unsatisfactory

0 points

Design detracts from purpose. Text and visuals are too simplistic, cluttered, and busy. Little or no creativity or inventiveness is present.

Synthesis

6 points

Criteria Description

Synthesis

5. 5: Excellent

6 points

Synthesis integrates ideas but does not adequately form a cohesive whole. Combination of elements at times is confusing.

4. 4: Good

5.52 points

Synthesis is unique. Synthesis shows careful planning and attention to how disparate elements fit together. The combination of elements is verified.

3. 3: Satisfactory

5.28 points

Synthesis integrates ideas to form a cohesive whole. Combination of elements is logical and justified.

2. 2: Less Than Satisfactory

4.8 points

Synthesis integrates ideas inadequately. The combination of elements is not logical.

1. 1: Unsatisfactory

0 points

Synthesis does not successfully integrate ideas to form a cohesive whole. The combination of elements is not logical and/or verifiable.

Mechanics of Writing

6 points

Criteria Description

Mechanics of Writing Includes spelling, punctuation, grammar, and language use.

5. 5: Excellent

6 points

The writer is clearly in command of standard, written, academic English.

4. 4: Good

5.52 points

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.

3. 3: Satisfactory

5.28 points

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.

2. 2: Less Than Satisfactory

4.8 points

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.

1. 1: Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.

Documentation of Sources

6 points

Criteria Description

Documentation of Sources Citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.

5. 5: Excellent

6 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. 4: Good

5.52 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. 3: Satisfactory

5.28 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. 2: Less Than Satisfactory

4.8 points

Sources are not documented.

1. 1: Unsatisfactory

0 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

Total 120 points