MN501M4 Nursing power point presentation

Competency Assessment Rubric

All competency criteria must be met to earn a B grade and pass this Course Outcome.

A predefined number of mastery criteria must be met to earn an A grade, indicating mastery of the Course Outcome. See the CLA and Grade Criteria Chart below.

Advanced Practice Role
A nursing advanced practice role is chosen and described
A nursing advanced practice role is chosen and described in detail including role, history, education, certification, and major functions
Role Specifics
Role specifics are described
Role specifics are described in detail

Includes projected growth rate, salary range, and similar job titles
Five or more potential employers are listed
Marketing Plan
Marketing plan and 4Ps are described
Marketing plan and 4Ps are described in detail
Core Competencies
Two core competencies are discussed
Two core competencies are described in detail
Total Competency Criteria:
Total Mastery Criteria:

CLA and Grade Criteria Chart

CRITERIA CLA Score Grade Points
Meets all competency criteria and 4-6 of mastery criteria 5 A 1000
Meets all competency criteria and 1-3 of mastery criteria 4 B 850
Meets 3 of competency criteria 3 Not Yet Competent* 0
Meets 2 of competency criteria 2 Not Yet Competent* 0
Meets 1 of competency criteria 1 Not Yet Competent* 0
Meets 0 competency criteria 0 Not Yet Competent* 0
No submission NA Not Yet Competent* 0

*Not Yet Competent grades convert to an F at term end

*If work submitted for this competency assessment does not meet the minimum submission requirements, it will be returned for revision without being scored. If the work submitted does not meet the minimum submission requirements by the end of the term you will receive a failing score.

Minimum Submission Requirements
Minimum Submission Requirements MET NOT YET MET
● This assessment should be a PowerPoint (7-10 sides), in addition to the title and reference pages.
● Respond to the questions in a thorough manner, providing specific examples of concepts, topics, definitions, and other elements asked for in the questions. Your submission should be highly organized, logical, and focused.
● Your submission should provide a clearly established and sustained viewpoint and purpose.
● Your writing should be well ordered, logical, and unified, as well as original and insightful.
● Your submission must be written in Standard English and demonstrate exceptional content, organization, style, grammar, and mechanics.
● A separate page at the end of your submission should contain a list of references in APA format. Use your textbook, the Library, and the internet for research.
● Be sure to include references for all sources and to cite them using in-text citations where appropriate. Your sources and content should follow current APA citation style. Review the writing resources for APA formatting and citation found in Academic Tools. Additional writing resources can be found within the Academic Success Center.

MN501M4 Nursing power point presentation

Competency Assessment Rubrics: Ensuring Excellence in Advanced Practice Nursing
Advanced practice nursing roles such as Nurse Practitioners, Clinical Nurse Specialists, Nurse-Midwives, and Nurse Anesthetists play a crucial part in today’s healthcare system. These roles require advanced education, certification, and specialized clinical training. Competency assessment rubrics are an important tool for schools of nursing to evaluate whether students have mastered the knowledge and skills necessary to excel in their chosen advanced practice role.
This sample competency assessment rubric examines key criteria for students pursuing an advanced practice nursing role. The rubric outlines both minimum competency standards that must be met to pass, as well as additional mastery criteria that demonstrate excellence. Students who fulfill all competency criteria plus several mastery criteria earn an A grade, signifying a comprehensive grasp of advanced practice nursing principles.
The rubric is divided into four main sections that reflect core components of advanced practice education. First, students must thoroughly describe an advanced practice nursing role of their choice, including history, education requirements, certification process, and major functions. To achieve mastery, students provide rich detail on factors like projected growth rates, salary ranges, and similar job titles.
Second, students address role-specific considerations like setting, population, and scope of practice. Demonstrating mastery again requires more in-depth responses including at least five potential employer examples. Third, an effective marketing plan is outlined incorporating the “Four P’s” of marketing – product, price, place, and promotion (Kotler et al., 2016). Mastery is attained by a highly detailed marketing strategy.
The final section examines mastery of two core advanced practice nursing competencies like leadership, consultation, collaboration, coaching, or independent practice. Competency responses provide a basic discussion, while mastery responses offer vivid examples and comprehensive descriptions.
In summary, competency assessment rubrics establish clear guidelines for evaluating advanced practice nursing students. By outlining distinct competency and mastery criteria, schools can determine whether graduates have the qualifications to excel as nurse practitioners, clinical nurse specialists, nurse-midwives, or nurse anesthetists. With its emphasis on rich detail, application of concepts, and demonstration of mastery, this sample rubric ensures new providers enter the workforce well prepared to meet healthcare needs.
Kotler, P., Keller, K. L., Brady, M., Goodman, M., & Hansen, T. (2016). Marketing management (15th ed.). Harlow, Essex: Pearson Education Limited.
American Association of Colleges of Nursing. (2019). The essentials: Core competencies for professional nursing education. Washington, DC: Author.
National Organization of Nurse Practitioner Faculties. (2017). Nurse practitioner core competencies content. Washington, DC: Author.
National League for Nursing. (2017). A vision for the changing faculty role: Preparing students for the technological world of health care. Retrieved from

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