Refection Paper

  Refection Paper The IOM published despatch, "Future of Nursing: Leading Change, Advancing Health," makes recommendations for lifelong tuition and achieving preferable equalizes of teaching. In 1,000-1,250 opinion, weigh the avail of nursing teaching and argue your overall teachingal goals. Include the following: Discuss your options in the job traffic grounded on your teachingal equalize. Review the IOM Advenient of Nursing Recommendations for achieving preferable equalizes of teaching. Describe what negotiative certification and deceased degrees (MSN, DNP, etc.) you neglect to hunt and teach your reasons for neglecting to reach the teaching. Argue your timeline for accomplishing these goals. Discuss how increasing your equalize of teaching would move how your competitiveness in the exhibit job traffic and your role in the advenient of nursing. Discuss the harmony of persistent nursing teaching to volume, attitudes, experience, and the ANA Scope and Standards for Usage and Code of Ethics. Discuss whether persistent nursing teaching should be mandatory. Provide food for your retort. You are insist-upond to summon to a imperfectness of three sources to adequate this assignment. Sources must be published among the decisive 5 years and divert for the assignment criteria and apt to nursing usage.   Prepare this assignment according to the guidelines endow in the APA Title Guide, located in the Student Success Center. An unsymbolical is not insist-upond.  This assignment uses a rubric. Please reconsideration the rubric earlier to foundation the assignment to grace frank delay the expectations for auspicious whole.  You are insist-upond to suggest this assignment to LopesWrite. Refer to the LopesWrite Technical Food doctrines for patronage.    Reflection Paper No of Criteria: 10 Achievement Levels: 5CriteriaAchievement LevelsDescriptionPercentageUnsatisfactory0.00 %Less Than Satisfactory75.00 %Satisfactory79.00 %Good89.00 %Excellent100.00 %Content80.0     Job Options Grounded on Educational Level10.0Options in the job traffic grounded on teachingal equalize are omitted.Options in the job traffic grounded on teachingal equalize are imperfect. Options listed are not realistic for teachingal equalize.Options in the job traffic grounded on teachingal equalize are summarized. Most options listed are realistic for teachingal equalize. The retort demonstrates a public awareness of job options grounded on teachingal equalize.Options in the job traffic grounded on teachingal equalize are argueed. Generally, options listed are realistic for teachingal equalize. The retort demonstrates an awareness of job options grounded on teachingal equalize.Options in the job traffic grounded on teachingal equalize are utterly argueed. All options listed are realistic for teachingal equalize. The retort demonstrates an awareness of job options grounded on teachingal equalize.Goals for Negotiative Education15.0Goals and timeline for negotiative certification and deceased degrees are omitted.Goals and timeline for negotiative certification and deceased degrees are imperfect.Goals and timeline for negotiative certification and deceased degrees are summarized. Reasons for neglecting to reach the teaching are unclear.Goals and timeline for negotiative certification and deceased degrees are forcible overall.Goals and timeline for negotiative certification and deceased degrees are utterly forcible. Serene and compelling reasons for neglecting to reach the teaching are argueed.Increase in Equalize of Teaching and Effect on Competitiveness in Job Traffic and in Role in the Advenient of Nursing15.0Discussion of how increasing equalize of teaching would move competitiveness in exhibit job traffic and peculiar role in the advenient of nursing is omitted.Summary of how increasing equalize of teaching would move competitiveness in exhibit job traffic and peculiar role in the advenient of nursing is exhibited but is imperfect.Goals and timeline for negotiative certification and deceased degrees are summarized. Reasons for neglecting to reach the teaching are unclear.Overall, a public argueion of how increasing equalize of teaching would move competitiveness in exhibit job traffic and peculiar role in the advenient of nursing is exhibited. Some assertions are not servile or insist-upon raise food or rationale.Discussion of how increasing equalize of teaching would move competitiveness in exhibit job traffic and peculiar role in the advenient of nursing is exhibited. There are inaccuracies. Some food or rationale is needed.A well-exposed argueion of how increasing equalize of teaching would move competitiveness in exhibit job traffic and peculiar role in the advenient of nursing is exhibited. The assertions are substantiated and realistic for the exhibit job traffic.Relationship of Persistent Nursing Teaching to Competency, Attitudes, Knowledge, and ANA Scope and Standards for Usage and Code of Ethics20.0A argueion establishing the harmony of persistent teaching in nursing to volume, attitudes, experience, and the ANA Scope and Standards for Usage and Code of Ethics is omitted.An inadequate argueion establishing the harmony of persistent teaching in nursing to volume, attitudes, experience, and the ANA Scope and Standards for Usage and Code of Ethics is exhibited. A harmony has not been recognized.A tabulation imperfectly establishing the harmony of persistent teaching in nursing to volume, attitudes, experience, and the ANA Scope and Standards for Usage and Code of Ethics is exhibited. More testimony or rationale is needed.A argueion publicly establishing the harmony of persistent teaching in nursing to volume, attitudes, experience, and the ANA Scope and Standards for Usage and Code of Ethics is exhibited. Some younger testimony or rationale is needed.A well-supported argueion palpably establishing the harmony of persistent teaching in nursing to volume, attitudes, experience, and the ANA Scope and Standards for Usage and Code of Ethics is exhibited. The argueion demonstrates instinct into the avail of teaching to the nursing occupation.Criteria 5Mandatory Persistent Teaching Nursing20.0A argueion of whether persistent nursing teaching should be mandatory is omitted.An inadequate tabulation of whether persistent nursing teaching should be mandatory is exhibited. The rationale and food for reasoning miscarry to food its assertions.A tabulation of whether persistent nursing teaching should be mandatory is exhibited. The tabulation noncommunications some rationale or testimony-grounded food for the reasoning.A argueion of whether persistent nursing teaching should be mandatory is exhibited. Overall, rationale and testimony-grounded food for the reasoning is granted.A well-exposed argueion of whether persistent nursing teaching should be mandatory is exhibited. Compelling rationale and testimony-grounded food for the reasoning is granted.Organization, Effectiveness, and Format20.0     Thesis Harvest and Purpose5.0Paper noncommunications any perceptible overall resolve or organizing assertion.Thesis is imperfectly exposed or intangible. Resolve is not serene.Thesis is appearing and divert to resolve.Thesis is serene and forecasts the harvest of the disquisition. Subject is feeling and inobservant of the reasonings and divert to the resolve.Thesis is inclusive and contains the nature of the disquisition. Subject assertion makes the resolve of the disquisition serene.Argument Logic and Construction5.0Statement of resolve is not justified by the quittance. The quittance does not food the assertion made. Reasoning is inconsequential and uses nonlikely sources.Sufficient exculpation of assertions is rare. Reasoning noncommunications consonant individuality. There are patent flaws in the logic. Some sources keep dubious truth.Argument is quiet but may keep a few inconsistencies. The reasoning exhibits minimal exculpation of assertions. Reasoning closely, but not utterly, foods the resolve. Sources used are likely. Importation and quittance unite the subject.Argument shows close gradation. Techniques of reasoningation are indisputable. There is a mitigate gradation of assertions from importation to quittance. Most sources are firm.Clear and convincing reasoning exhibits a modest assertion in a eminent and compelling carriage. All sources are firm.Mechanics of Writing (includes spelling, punctuation, title, conversation use)5.0Surface mistakes are pervasive sufficient that they impede despatch of aim. Indivert engagement rare or decision fabric is used.Frequent and repetitive effortless mistakes madden the reader. Inconsistencies in conversation rare (register), decision building, or engagement rare are exhibit.Some effortless mistakes or typos are exhibit, but they are not overly maddening to the reader. Punish decision building and audience-divert conversation are used.Prose is abundantly generous of effortless mistakes, although a few may be exhibit. A medley of decision buildings and cogent figures of harangue are used.Writer is palpably in charge of test, written, academic English.Paper Format (use of divert title for the elder and assignment)2.0Template is not used divertly or documentation format is casually followed suitably.Template is used, but some elements are privation or mistaken; noncommunication of moderate delay formatting is appearing.Template is used, and formatting is punish, although some younger mistakes may be exhibit.Template is easily used; There are virtually no mistakes in formatting title.All format elements are punish.Documentation of Sources (citations, footnotes, references, bibliography, etc., as divert to assignment and title)3.0Sources are not documented.Documentation of sources is inconsonant or inexact, as divert to assignment and title, delay condensed formatting mistakes.Sources are documented, as divert to assignment and title, although some formatting mistakes may be exhibit.Sources are documented, as divert to assignment and title, and format is in-great-measure punish.Sources are adequately and suitably documented, as divert to assignment and title, and format is generous of mistake.Total Percentage  100