For this assignment, you will research and prepare a community-level strategic plan that addresses a key public health issue.

Potential topics may include:

•      Using prenatal and infancy home visits to prevent child abuse and neglect

•      Preventing falls in the elderly

•      Reducing population salt intake

•      Reducing tobacco use among adults

•      Preventing risky sexual behavior among youth and young adults

•      Reducing drug experimentation among young adults

Include the following in your paper:

• Introduction:
  • Provide an overview of the community health issue as described in Part A with identified causes and influences, including knowledge gaps. 
  • Detail the prevalence of the issue inside and outside the United States.
  • Describe potential monetary costs associated with the issue in the United States.
  • You must include data as part of your introduction (images, charts, graphs, etc., may be included as well as written data).
• Describe advance practice roles and management strategies that affect change at the community level.
• Identify key community and social resources that negatively and positivelyaffect the selected issue.
• Identify changes or enhancements in community-related services for your selected topic.
• Develop a strategic plan that could decrease the prevalence of your selected topic.The goals for this plan needs to be specific, measurable, attainable, realistic, and time-bound. Include how your plan takes into consideration health literacy, socioeconomic factors, and cultural differences.
• Conclusion:
  • A summary of the goals and challenges
  • An assessment of the outlook for action/progress
• Appendix A: Include your community assessment from Week 3 as Appendix A.

Your paper should be 3–5 pages in length (not including the cover or reference pages). Use APA throughout.

Include 2–3 scholarly sources that are carefully selected and appropriate to the topic. References should be current—no more than four years old.

Case 3

• 16-year-old white pregnant teenager living in an inner-city neighborhood.

What are the barriers to interpersonal communication?

            As a clinician, interpersonal communication barriers when dealing with a 16-year-old white pregnant teenager are many. They include fatigue, anxiety and embarrassment, age difference between clinician and patient, and the patient’s values and beliefs (Bosworth, 2010). For one, pregnant adolescent patients might have a problem concentrating due to fatigue. Thus, gathering information from such a patient might be a difficult task for any clinician. When patients are not entirely concentrated on giving the correct information, accurately diagnosing and treating them will be a huge ask. Adolescent patients tend to be anxious or embarrassed about their condition, especially if it is an unplanned pregnancy. No one would feel comfortable getting undressed in front of a stranger, much less a teenage mom-to-be. Thus, anticipating embarrassment and finding a way to minimize it can help ease an uncomfortable situation.

            Also, everyone has their assumptions based on their culture or beliefs. A 16-year-old white pregnant teenager can genuinely believe that only a female nurse can attend to her and that men would not do a thorough job. The clinician should consider such assumptions before attending to the patient. This goes hand in hand with those adolescent patients who believe that junior staff can properly treat them. The age difference between the clinician and the patient can sometimes be an issue, especially if the patient feels she will not communicate comfortably with an older attendant. Lastly, a 16-year-old white pregnant teenager is most likely to be anxious or embarrassed about her condition. Teenagers may be hesitant to openly discuss their condition in the present of a parent, and my also feel guilty and worried about what their peers might think of them. Thus, the privacy and confidentiality of this interaction will be of utmost importance. 

What are the procedures and examination techniques that will be used during the physical exam of your patient?

            The 16-year-old white pregnant teenager will be taken through a geriatric assessment. However, since teenagers may hesitate to talk freely in the presence of their parent, the clinician should ask for permission on the patient’s behalf for the parents to be absent while the interview is being conducted. Also, the clinician should avoid any painful or intrusive procedures and do as much as possible with the patient still dressed and seated. The patient should also be asked if they prefer certain things done and whether there are specific movements they feel uncomfortable doing. For this patient, the first step will be to arrange for privacy, quiet, and any special needs since the physical examination will be affected by the environment’s quality. It will also be essential to make sure the patient is calm, relaxed, and adequately draped or gowned. The next step will be to conduct a general inspection and check for vital signs, and an eye and ear examination will follow this. An ophthalmo-otoscopy will then be undertaken before connecting the otoscope to the nasal speculum and examining the nares. A mouth examination will then follow before evaluating the face to examine symmetry and other details concerning motor divisions of the V and VI cranial nerves. For a young mother, a complete examination may be easier if it is divided into multiple sessions rather than taking the patient through hours of exhaustive tasks. The procedure will yield a more relevant and complete list of psychosocial issues, functional problems, or medical problems. Results will be thoughtfully integrated with the patient’s pathophysiology and history (Ball et al., 2015). 

Describe the Subjective, Objective, Assessment, Planning (S.O.A.P.) approach for documenting patient data and explain what they are.

           The Subjective, Objective, Assessment, and Plan (SOAP) is an acronym used in nursing to document patient’s data in a structured way. It provides clinicians with a framework for evaluating patients’ information. Also, it offers a cognitive outline that aids in clinical reasoning. Using the framework, nurses are able to assess, diagnose, and treat patients in an informed and reasoned manner. This paper aims to discuss S.O.A.P. approach in documenting patients’ data. 

           The subjective (S) stands for the patent’s experiences, personal views, and feelings. The component included here is chief complaint (CC), history of present illness (H.P.I.), and review of systems (R.O.S.). The patient chief complaint is a short statement of the patient purpose to visit the hospital. History of present illness describes the patient current situation or condition since the time that the symptoms for the disease started showing. It describes the condition in a narrative form. The review of systems compiles the pertinent and negative symptoms (Jenkins &David, 2019). 

           The Objective assessment (O) entails the documentation of information that the clinician observes from the current patients’ condition. This documentation covers vital signs, physical evaluation findings, imaging results, laboratory information, and other diagnostics data. Simultaneously, the assessment section entails the synthesis of evidence documented in the ‘subjective’ and ‘objective’ sections. This section records the assessment of the patient’s situation, how the problem behaves, and any changes in the condition. It is at this stage that the decision-making process is discussed in more in-depth details (Jenkins & David, 2019). Lastly, the plan (P) section documents what is supposed to address the patient’s concerns. This includes things like doing ordering referrals, additional testing, and consultations with other health care providers. Also, it documents the goals therapy, drugs, and procedures performed on the patient (Jenkins & David, 2019).  

Reference

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2015). Seidel’s guide to physical examination . St. Louis, MO.

Bosworth, H. (Ed.). (2010). Improving patient treatment adherence: A clinician’s guide. Springer Science & Business Media.

Jenkins, M. L., & Davis, A. (2019). Transforming Nursing Documentation. Studies in health technology and informatics, 264, 625-628.

Research legislation that has occurred within the last 5 years at the state or federal level as a result of nurse advocacy. Describe the legislation and what was accomplished. What additional steps need to be taken to continue advocacy for this issue?

What are the common barriers to evidence translation in addressing this problem?

     Diabetes is a significant burden in the United States and affects over 34 million people (CDC, 2020). As we continue to learn about this chronic and progressive illness, we have identified the lack of improvement in the management of the disease and the opportunities to close the knowledge gap in nursing practice. Studies have found many reasons contributing to the ability to translate evidence into successful solutions to this problem.  Two key limiters in evidence translation are the patient’s ability for self-management and nursing, and clinician, lack of diabetes knowledge (Alotaibi et al., 2017). Nurses require knowledge to teach diabetic patients and their families about their treatment plan and the risks of poor glucose management. However, many nurses are only skilled at the simple tasks of monitoring glucose levels and point of care treatments. They are often lacking knowledge regarding the underpinning of diabetes in relation to physiology and complication risks (Alotaibi et al., 2017).  Reasons for this include lack of instruction, inconsistent academic preparation, lack of resources in their work environment, and inadequate involvement in providing care to diabetic patients.

What strategies might you adopt to be aware of new evidence?

     In order to address diabetes education and knowledge in the organization, we would evaluate the accuracy of the problem (Tucker, 2017). First, there is the need to understand if there is a gap in our nursing practice of diabetics. This may include evaluating the theoretical understanding of diabetes and the pathophysiology, as well as managing blood glucose levels and reducing complication risks for patients. Various surveys of nurses could be performed to assess the perceived and actual knowledge in these areas. There would also be the need to perform rigorous literature reviews to access new evidence related to diabetes prevalence and treatment options.

     There would also be the need to gain insight as to the education currently provided to diabetic patients in our organization and what changes are necessary for improvement. We would need to include our nurses in this assessment as they bring experience, opinions, and clinical judgement that can contribute to our adoption of new evidence (Tucker, 2017).  

     An evaluation of the organizational culture would be necessary to ensure buy-in by other clinicians if changes are to be implemented. Utilizing interprofessional collaboration to set the foundation for new evidence-based practice can help to motivate the teams to improve patient outcomes while also influencing nurses to be more engaged in their new knowledge in caring for diabetic patients (Tacia et al., 2015).  Ensuring leadership engagement, sharing of values for EBP, and support and resources for frontline nurses will improve adoption of EBP into our practice (Dang & Dearholt, 2018; Tucker, 2016).

How will you determine which evidence to implement?

     Using a framework, such as the PARIHS, will allow us to evaluate the barriers to translating new evidence into our practice by evaluating which evidence is best as well as evaluating the organizational capacity and quality for implementation and change (White et al., 2016).  Evaluating my organizations readiness for change will help to develop the framework for the project and to determine not only if we can successfully change a practice but then to sustain such changes.  

     Next, we will work with key stakeholders and diabetic experts to determine what evidence is necessary to implement. We will use a methodical approach to researching, evaluating, and determining which evidence will improve our nurses’ knowledge of diabetes and which evidence will improve our organizations’ care of diabetic patients. We have learned about clinical practice guidelines (CPGs) as a source of EBP in the care of diabetics (White et al., 2016). 

     We will derive the plan through a systematic approach and allow for input into each step and process.  This will include a questionnaire early in the planning steps to evaluate knowledge and define our practice question.  The next steps will include the review of evidence and determination what is the best evidence to support diabetes education to frontline nurses. There will also be evaluation of the diabetes CPGs. Implementation of learning will be inclusive of online instruction, unit huddles, and diabetes conferences.  After implementation of the education, we will focus on how the nurses translate their new knowledge into practice. We will ensure that technology with our EHR assists the staff in achieving this work without increasing workload and stress.

How will you ensure continuation or sustainability of the change?

     Organizations that support QI, EBP, and research must ensure that they are inclusive of their nurses in such practices. There is the need for leaders, clinicians, and staff to understand the reason for these practices and to live the vision of EBP in their practice (Dang & Dearholt, 2018). In our organization, we have supported nurses while also setting the expectations for EBP by implementing into our strategic imperatives, our Nursing specific goals, and by including frontline nurses in all decisions for change. Our commitment to patient outcomes will ensure that this practice change is well-aligned with our organizational goals.

     Specific communication plans regarding the improvement plan for diabetic education will be provided to all nurses. It will provide the goals for the change, explain the vision for improvement, and explain target audiences that will be included in the project (Dang & Dearholt, 2018).  Staff involvement will be requested, and focus groups will help to share learned information. The education timeline will be clearly defined, and all roles and responsibilities will be shared. The team will have access to resources and there will be interprofessional support with physician partners in this change (Tacia et al., 2015).  We will utilize mentors and informal leaders to help support the teams through positivity and advocacy for their fellow team members (Dang & Dearholt, 2018). Lastly, we will develop a tool for evaluation of our improvement and establish metrics for improvement.  

Please make a comment for this discussion board with at least 2 paragraphs and 2 sources no later than 5 years 

Write a 175- to 265-word response to the following question (minimum length is 4-5 substantive sentences – a standard paragraph). Include a minimum of one peer-reviewed reference to support your post (must be cited per APA guidelines):

• What type of leader are you and how will that style fit with the health care industry? Explain your answer.

Module 2 – SLP

MOBILIZING SUPPORT FOR HEALTH EDUCATION PROGRAMS

Now that you have identified your health problem and your potential mini-grant funding source, beginning the process of developing your project concept. One of the best ways for doing so is to develop a concept paper. 

Read How to Write a Concept Paper for information on writing a one-page concept paper. After doing so, write your own one-page concept paper for the (hypothetical) project for which you will apply for a mini-grant.

NOTE: Keep in mind that the project you propose in your concept paper should have a basis in health behavior theory, so you will need to provide reference citations for scholarly material consulted in developing the document.

Length: Please submit your one-page concept paper at the conclusion of this module 

SLP Assignment Expectations

Assessment and Grading: Your paper will be assessed based on the performance assessment rubric that is linked within the course. Review it before you begin working on the assignment.

Your submission should meet the guidelines on file format, in-text citations and references, scholarly sources, scholarly writing, and use of direct quotes noted under Module 1 Assignment Expectations.

 Five Questions rewrite up you can see all  questions in attach file (insert  attachments ) in one file.

before answering 

Please read the Instructions  before answering .

Instruction:

· Length of the write-up should be 500-1000 words.

· Font should be Times New Roman, and size should be 12.

· Heading should be Bold

· The text color should be Black 

· Line spacing should be 1.5.

· Proper headings with number should be given for each segment

· Avoid Plagiarism

· Assignments must be submitted with the filled cover page

· All assignments must carry the references using APA style. 

Complete this assignment according to the following:

1. Design a class that you would like to teach someday. The class must be at least 4 hours in length and must be multiple sessions. It can be four sessions of 1 hour each, or two sessions of 2 hours each, depending on your topic and target audience.
2. Begin by describing the institution that is sponsoring the class (e.g., academic, hospital, or community agency). Include the philosophy of the sponsoring organization and how that will affect the course you are developing.
3. Explain how you determined a need for this class (needs assessment).
4. Write a one-paragraph description of the class.
5. Identify the target audience.
6. Identify the learning resources you will use for the class (textbooks or other resources).
7. Write the program outcomes for the course and the learner objectives for each class session. Indicate which domains of learning are represented by each learner objective.

1500 words. It is intended that each student will develop a class that they can use in their selected area of education. You will complete this project in your next course, NUR-649E.

APA format is not required, but solid academic writing is expected.

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

Directions: 

For this Assignment, you will create a slide and audio presentation in which you will present information to support the passage of HR 5223. You may use PowerPoint, Google Slides, or another presentation software of your choosing. Your audio presentation should put forth a convincing argument based on your research and should be designed as if you were addressing a group of legislators whose support you are trying to obtain.

Your slide and audio presentation must address:

• A description of current risks that healthcare providers face from violence in the workplace.
• Information from professional nursing associations which support your argument for minimizing the risk of violence in the healthcare setting.
• Identification of a theoretical or regulatory model which would be applicable to the passage of HR 5223.
• Identification of stakeholders who will benefit from the passage of HR 5223 and how they would benefit.
• Potential barriers to passage of HR 5223 and how they can be overcome.
• Include a minimum of 8 slides (not counting the title or reference slide).
• Your slides should contain speaker notes, to assist in your audio delivery.
• Your slides should be professional in appearance and tone, and reflect a thoughtful and meaningful application of your research to your argument. Speak clearly and convincingly. Your presentation should not be longer than 10 minutes.
• You must include a minimum of (5) different scholarly references. 

Assignment Requirements

Before finalizing your work, you should:

• be sure to read the Assignment description carefully (as displayed above);
• consult the Grading Rubric (under the Course Resources) to make sure you have included everything necessary; and
• utilize spelling and grammar check to minimize errors. 

Your responses should be in a well-developed paragraph (300-350 words) to each peer. Integrating an evidence-based resource that is different than the one you used for the initial post.

Respectfully agree and disagree with your peers’ responses and explain your reasoning by Including your rationales in your explanation.

The described expectations meet the passing level of 80%. Students are directed to review the Discussion Grading Rubric for criteria, which exceed expectations.

APA format references , atleast 2 each.

Response 1 

1. What lifestyle modifications do you recommend for CF?

It is crucial to educate and reassure CF. Perhaps if he understood how his choices affect the discomfort he is having, he would be more likely to adhere to the suggested treatment plan. Gastroesophageal reflux disease (GERD) can be prevented and cured by making straightforward lifestyle and dietary modifications (Cao et. al, 2019). First of all, I would recommend CF consider eliminating his nightly intake of wine as alcohol decreases lower esophageal sphincter (LES) tone; thus allowing for the contents of the stomach to flow back into the esophagus (Woo & Robinson, 2017). Additionally, eating smaller meals, and avoiding caffeine, chocolate, peppermint, and fatty foods can help prevent the acid reflux (Smith, 2018). Furthermore, I would inform CF that his choice to stop smoking was advantageous to his overall health. In relation to GERD, smoking inhibits the production of saliva causing a reduction of saliva in the mouth/throat; saliva helps to counteract the acidity of gastric secretions, thus avoiding smoking is best (Smith, 2018).

1. Describe a rational drug choice for this patient. Be specific regarding what factors you would consider. Include pharmacokinetic and dynamic considerations for the pharmacological choices made. Also consider interactions and side effects.

The entire class of proton pump inhibitors (PPI) are approved for treatment of GERD since they decrease gastric acid by over 90% (Woo & Robinson, 2017). Omeprazole (Prilosec) 20mg capsule by mouth once daily for a trial period of 4 weeks would be my rational drug choice for CF. Due to his age, negative physical exam, and the fact that he does not take daily medications, omeprazole would not interact with any current medications or put him at a concerning risk for osteoporosis. The benefits of omeprazole include rapid absorption of less than one hour and peak effect within 2 hours (Lexicomp, 2017). I would inform CF about common side effects such as dizziness, headaches, skin rash, constipation, diarrhea, flatulence, and nausea/vomiting (Lexicomp, 2017).

1. What counseling points about this medication do you give CF?

First of all, I would tell CF I wish to see him back in four weeks to discuss his potential experience with side effects, symptom relief including his being awakened at night with symptoms. Should he report his symptoms are controlled during the day and reappear before bed, I would consider adding either a second dose of omeprazole daily or an H2 receptor antagonist before bed (Woo & Robinson, 2017). It is important for CF to understand the efficiency of omeprazole is greatly decreased if not taken on an empty stomach (Lexicomp 2017). Adherence to taking PPI is crucial to attain the optimal gastric acid secretion; therefore, I would reinforce how important it is to stay consistent with his medication regimen (Smith, 2018).

Responsec 2

 Modifying lifestyle is the golden management strategy for GERD. Some of the lifestyle modification that could help CF reduce his frequency of GERD includes maintaining a healthy weight as more weight puts pressure on the abdomen causing acid to come out from the stomach to esophagus it is important to maintain a healthy BMI. Stopping smoking, drinking alcohol. Elevating the head of the bed to help him with the heart burn experienced at night using bed wedge decreases significantly the backing of acid from the stomach to esophagus (Johnson, 2016). To wait at least three hours before lying down or sleeping, chew food more slowly and thoroughly to help digest better. Stay away from foods that trigger acid reflux such as spicy foods, caffeine, chocolate high fat and fried foods (Joel E. Richter, 2009). Avoid tight fitting cloths in the waist and to be more physically active, to exercise and avoid sedentary lifestyle.
Patients with GERD empirically treated with protein pump inhibitor are well managed with the medication without further diagnostic tests (Dalbir S. Sandhu, 2018). There are about four PPI that he can easily purchase over the counter. To improve the effectiveness and compliance of PPI it is important to tell the patient when to take the medication. Considering the fact that he is having symptoms of heart burn and had tried H2RA’s. There are some factors that ensures the effectiveness on the treatment such as how easily can the patient get the medication, how definite are we with the GERD diagnosis ruling our other causes, how the patient accepts the treatment and how they use their treatment in correct way (such as taking it 30 minutes prior to a meal. Factors that helps us chose the first line of treatment would be his knowledge regarding on how to take the medication and how he continuous to use it and his adherence to the lifestyle changes he is going to make. If his symptoms are not well managed with a PPI two timed daily dose, we consider adding H2RA (Dalbir S. Sandhu, 2018).
When choosing PPI Lansoprazole is more effective than Omeprazole in reducing the acidity in the esophagus indicating different PPI affect the clearance of esophagus and esophageal sphincter differently (Janczewska I et al, 1998). Considering this and lansoprazole having a quick onset improves patients adhering to the treatment. The other thing to keep in mind is metabolism of pantoprazole CYP450 system making it safer (Bordin DS, 2010). We have to be cautious if we are using other drugs that interact with PPI such as clopidogrel it can decrease the effect of the blood thinner increasing the chance of heart attack.
As long-term use of PPI can increase the chances of bone fracture, hypomagnesemia causing tremor, muscle pain and dysrhythmia, pneumonia and increase the risk of C-diff infection we have to be monitor for this side effects. CF need to be counseled on lifestyle change, using the medication correctly and as prescribed, looking out for the side effects and seek medical advice if symptoms worsen. 

RUBRIC:

Discussion Question Rubric

Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.

Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points)

Discussion Question Rubric – 100 PointsCriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsQuality of Initial PostProvides clear examples supported by course content and references.

Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.

All instruction requirements noted.

40 pointsComponents are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.

Meets all requirements within the discussion instructions.

Cites two references.

35 pointsComponents are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.

Is missing one component/requirement of the discussion instructions.

Cites one reference, or references do not clearly support content.

Most instruction requirements are noted.

31 pointsAbsent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No references cited.

Missing several instruction requirements.

Submits post late.

27 points40Peer Response PostOffers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.

All instruction requirements noted.

40 pointsEvidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.

Response is supported by course content and a minimum of one scholarly reference per each peer post.

All instruction requirements noted.

35 pointsLacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.

Missing reference from one peer post.

Partially followed instructions regarding number of reply posts.

Most instruction requirements are noted.

31 pointsPost is primarily a summation of peer’s post without further synthesis of course content.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Did not follow instructions regarding number of reply posts.

Missing reference from peer posts.

Missing several instruction requirements.

Submits post late.

27 points40Frequency of DistributionInitial post and peer post(s) made on multiple separate days.

All instruction requirements noted.

10 pointsInitial post and peer post(s) made on multiple separate days.

8 pointsMinimum of two post options (initial and/or peer) made on separate days.

7 pointsAll posts made on same day.

Submission demonstrates inadequate preparation.

No post submitted.

6 points10OrganizationWell-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.

5 pointsOrganized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.

4 pointsPoor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.

Purpose statement is noted.

3 pointsIllogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No purpose statement.

Submits assignment late.

2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.

The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).

Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.

There are no spelling, punctuation, or word-usage errors.

5 pointsCorrect and consistent APA formatting of references and cites all references used. No more than two unique APA errors.

The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.

There are minimal to no grammar, punctuation, or word-usage errors.

4 pointsThree to four unique APA formatting errors.

The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.

Multiple grammar, punctuation, or word usage errors.

3 pointsFive or more unique formatting errors or no attempt to format in APA.

The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).

The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.

Grammar and punctuation are consistently incorrect. Spelling errors are numerous.

Submits assignment late.

2 points5Total Points100