As you continue, thestudycorp.com<\/a> has the top and most qualified writers to help with any of your assignments. All you need to do is place an order <\/a>with us.<\/p>\n\n\n\n NUR 590 Benchmark \u2013 Evidence-Based Practice Proposal Project Framework or Model for Change<\/p>\n\n\n\n Selected Model<\/strong><\/p>\n\n\n\n The trans-theoretical model of change will be employed for implementing the evidence-based proposal project. Prochaska and DiClemente developed the model to guide organizational changes. It providers strategies needed in organizations for the implementation of change. The applicability of the model is that it will promote systematic implementation of change as well as monitoring and evaluation of the change initiatives. The steps of change, as stated in the model include pre-contemplation, contemplation, preparation, action, maintenance, and termination (Singh & Ramdeo, 2020).<\/p>\n\n\n\n Stages of Change and their Application<\/strong><\/p>\n\n\n\n Pre-contemplation is the first stage in the model where the adopters are unaware of the need for change and not ready to change their behaviors in the near future. They lack understanding of the negative effect of their current behaviors on organizational outcomes. The nurses and other healthcare providers are not aware of the benefits of integration of health information technology on safety and quality of care at this step. They do not intend to change their approaches to medication administration in the organization (Singh & Ramdeo, 2020).<\/p>\n\n\n\n Contemplation is the second step where there is a willingness for change from the adopters. They understand the benefits of change and need for innovative practices in their routines (Hodges, 2020). Nurses and other healthcare providers are aware of the disadvantages of their behaviors on patient safety, making them contemplate adopting integrated health information systems to prevent medication errors. Preparation is the third step where the adopters are prepared to implement the change in the near future. They are aware of the benefits and risks of the change in their routines. They initiate steps that would ensure desired change in their routines. Nurses and other healthcare providers start using integrated health information systems in this stage (Singh & Ramdeo, 2020). They use it gradually focusing on its strengths, weaknesses, and opportunities to enhance its effectiveness in use.<\/p>\n\n\n\n Action is the fourth step in the model where the implementers have embraced the change and are willing to sustain its use. The implementers modify their actions to support the successful implementation process. Nurses and other healthcare providers have experienced the benefits of the change in this step and willing to change their behaviors to sustain the change (Lynda et al., 2021). Maintenance is the fifth step where the implementers have achieved sustainable change and willing to engage in activities that prevent relapse in behaviors. Nurses and other healthcare providers have understood the benefits of change on medication safety. As a result, they strengthen successful behaviors needed for the change. Termination is the last stage where the implementers are not willing anymore to relapse to their old behaviors that increased medication administration errors (Singh & Ramdeo, 2020). The nurses and other healthcare providers have not willing to use the conventional methods in this stage. As a result, the change is incorporated into the organizational culture for its sustained and consistent use in patient care.<\/p>\n\n\n\n Assessment Description<\/p>\n\n\n\n Applying a model or framework for change ensures that a process is in place to guide the efforts for change. In 500-750 words, discuss the model or framework you will use to implement your evidence-based practice proposal project. You will use the model or framework you select in the Topic 8 assignment, during which you will synthesize the<\/em><\/strong><\/p>\n\n\n\n NUR 590 Benchmark Evidence-Based Practice Proposal Project Framework or Model for Change<\/p>\n\n\n\n various aspects of your project into a final paper detailing your evidence-based practice<\/a> project proposal.<\/strong><\/p>\n\n\n\n Include the following:<\/p>\n\n\n\n Refer to the \u201cEvidence-Based Practice Project Proposal \u2013 Assignment Overview\u201d document for an overview of the evidence-based practice project proposal assignments.<\/p>\n\n\n\n You are required to cite minimum of four 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.<\/p>\n\n\n\n Complete the \u201cAPA Writing Checklist\u201d to ensure that your paper adheres to APA style and formatting criteria and general guidelines for academic writing. Include the completed checklist as an appendix at the end of your paper.<\/p>\n\n\n\n Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.<\/p>\n\n\n\n This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.<\/p>\n\n\n\n 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. Benchmark \u2013 Evidence-Based Practice Proposal Project Framework or Model for Change<\/p>\n\n\n\n Benchmark Information<\/em><\/strong><\/p>\n\n\n\n This benchmark assignment assesses the following programmatic competencies:<\/em><\/p>\n\n\n\n MBA-MSN<\/em>; MSN-Nursing Education; MSN Acute Care Nurse Practitioner-Adult-Gerontology; MSN Family Nurse Practitioner; MSN-Health Informatics; MSN-Health Care Quality and Patient Safety; MSN-Leadership in Health Care Systems; MSN-Public Health Nursing<\/em><\/p>\n\n\n\n 1.2 Apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level. NUR 590 Benchmark Evidence-Based Practice Proposal Project Framework or Model for Change<\/em><\/p>\n\n\n\n The models or framework could help nurses and other healthcare providers to translate the research findings into clinical practice while improving patient outcomes. Numerous evidence-based practice models are available to help nurses organize and systemically track progress in the implementation of evidence into practice. These models provide a step-by-step guide on how to take a clinical problem and match it with an intervention based on research to make an organizational or departmental change to practice (Brown.C. G.2014). Use of an established framework for implementation provides a structure to implementation efforts and increase the likelihood of project success and sustainability over time. Failure to utilize these approaches has the potential to create a secondary gap in knowledge translation within clinical settings (Tucker et al 2021).<\/p>\n\n\n\n Brown. C .G(2014). The lowa model of Evidence-Based Practice to promote Quality care An Illustrated Example in Oncology Nursing. Clinical Journal of Oncology Nursing <\/em>vol (18) https:\/\/cjon.ons.org\/files\/987UI80063M01166<\/a>.<\/p>\n\n\n\n Tucker. S, McNett. M, Mazurek. M. B, Hanarahan. K, Hunter. S.C, Kim. B, Callen. L & Kitson. A (2021). Implementation science: Application of Evidence-Based practice Models to Improve Healthcare Quality. Worldviews on Evidence-Based Nursing<\/em>. 18:76-84. https:\/\/doi.org\/10.1111\/wvn.12495<\/a>.<\/p>\n\n\n\n Collapse All<\/p>\n\n\n\n 12 points<\/p>\n\n\n\n Selected Model or Framework for Change<\/p>\n\n\n\n 12 points<\/p>\n\n\n\n The selected model or framework and its relevance to the project are thoroughly discussed. Rationale or support is provided.<\/p>\n\n\n\n 11.04 points<\/p>\n\n\n\n The selected model or framework and its relevance to the project are discussed. Some detail is needed for clarity or support.<\/p>\n\n\n\n 10.56 points<\/p>\n\n\n\n The selected model or framework and its relevance to the project are incomplete.<\/p>\n\n\n\n 9.6 points<\/p>\n\n\n\n The selected model or framework and its relevance to the project are summarized. More information or support is needed.<\/p>\n\n\n\n 0 points<\/p>\n\n\n\n The selected model or framework and its relevance to the project are not discussed.<\/p>\n\n\n\n 13 points<\/p>\n\n\n\n Stages for Model or Framework<\/p>\n\n\n\n 13 points<\/p>\n\n\n\n The stages in the change model or framework are outlined. There are some inaccuracies. More information is needed.<\/p>\n\n\n\n 11.96 points<\/p>\n\n\n\n The stages in the change model or framework are thoroughly discussed.<\/p>\n\n\n\n 11.44 points<\/p>\n\n\n\n The stages in the change model or framework are discussed. Some detail is needed for clarity or accuracy.<\/p>\n\n\n\n 10.4 points<\/p>\n\n\n\n The stages in the change model or framework are not discussed.<\/p>\n\n\n\n 0 points<\/p>\n\n\n\n The stages in the change model or framework are only partially discussed.<\/p>\n\n\n\n 15 points<\/p>\n\n\n\n Application of Model or Framework to Proposed Implementation<\/p>\n\n\n\n 15 points<\/p>\n\n\n\n Application of each stage of the model or theoretical framework to the proposed implementation is thoroughly described.<\/p>\n\n\n\n 13.8 points<\/p>\n\n\n\n General application of each stage of the model or theoretical framework to the proposed implementation is outlined. More information is needed. Benchmark \u2013 Evidence-Based Practice Proposal Project Framework or Model for Change<\/p>\n\n\n\n 13.2 points<\/p>\n\n\n\n Application of each stage of the model or theoretical framework to the proposed implementation is described. Some detail is needed for clarity or support.<\/p>\n\n\n\n As you continue, thestudycorp.com<\/a> has the top and most qualified writers to help with any of your assignments. All you need to do is place an order <\/a>with us. (Framework or Model for Change)<\/p>\n\n\n\n 12 points<\/p>\n\n\n\n Application of each stage of the model or theoretical framework to the proposed implementation is incomplete. NUR 590 Benchmark Evidence-Based Practice Proposal Project Framework or Model for Change<\/p>\n\n\n\n 0 points<\/p>\n\n\n\n Application of each stage of the model or theoretical framework to the proposed implementation is omitted. Benchmark \u2013 Evidence-Based Practice Proposal Project Framework or Model for Change<\/p>\n\n\n\n 15 points<\/p>\n\n\n\n Concept Map for Model or Framework<\/p>\n\n\n\n 15 points<\/p>\n\n\n\n A detailed and accurate concept map for the selected conceptual model or framework is attached in the Appendix.<\/p>\n\n\n\n 13.8 points<\/p>\n\n\n\n A concept map for the selected conceptual model or framework is attached in the Appendix. Some detail is needed for clarity or accuracy.<\/p>\n\n\n\n 13.2 points<\/p>\n\n\n\n A general concept map for the selected conceptual model or framework is attached in the Appendix. There are inaccuracies.<\/p>\n\n\n\n 12 points<\/p>\n\n\n\n The concept map for the selected conceptual model or framework is incomplete or inaccurate. The concept map is attached, but not in the Appendix.<\/p>\n\n\n\n 0 points<\/p>\n\n\n\n A concept map for the selected conceptual model or framework is omitted.<\/p>\n\n\n\n 10 points<\/p>\n\n\n\n Application of Theoretical Framework in Decision Making (C.1.2)<\/p>\n\n\n\n 10 points<\/p>\n\n\n\n The author has clearly demonstrated the ability to effectively apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level.<\/p>\n\n\n\n 9.2 points<\/p>\n\n\n\n The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is adequately demonstrated.<\/p>\n\n\n\n 8.8 points<\/p>\n\n\n\n The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is generally demonstrated. There are some gaps or inaccuracies.<\/p>\n\n\n\n 8 points<\/p>\n\n\n\n The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is not consistently demonstrated. There are significant gaps and inaccuracies.<\/p>\n\n\n\n 0 points<\/p>\n\n\n\n The ability to apply theoretical frameworks from nursing and other disciplines to make decisions regarding practice and health-related problems at the individual and population level is not demonstrated.<\/p>\n\n\n\n 5 points<\/p>\n\n\n\n Required Sources<\/p>\n\n\n\n 5 points<\/p>\n\n\n\n Number of required sources is met, but sources are outdated or inappropriate.<\/p>\n\n\n\n 4.6 points<\/p>\n\n\n\n Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.<\/p>\n\n\n\n 4.4 points<\/p>\n\n\n\n Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.<\/p>\n\n\n\n 4 points<\/p>\n\n\n\n Sources are not included.<\/p>\n\n\n\n 0 points<\/p>\n\n\n\n Number of required sources is only partially met.<\/p>\n\n\n\n 7 points<\/p>\n\n\n\n Thesis Development and Purpose<\/p>\n\n\n\n 7 points<\/p>\n\n\n\n Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose. Benchmark \u2013 Evidence-Based Practice Proposal Project Framework or Model for Change<\/p>\n\n\n\n 6.44 points<\/p>\n\n\n\n Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.<\/p>\n\n\n\n 6.16 points<\/p>\n\n\n\n Thesis is apparent and appropriate to purpose.<\/p>\n\n\n\n 5.6 points<\/p>\n\n\n\n Thesis is insufficiently developed or vague. Purpose is not clear.<\/p>\n\n\n\n 0 points<\/p>\n\n\n\n Paper lacks any discernible overall purpose or organizing claim.<\/p>\n\n\n\n 8 points<\/p>\n\n\n\n Argument Logic and Construction<\/p>\n\n\n\n 8 points<\/p>\n\n\n\n Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.<\/p>\n\n\n\n 7.36 points<\/p>\n\n\n\n Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.<\/p>\n\n\n\n As you continue, thestudycorp.com<\/a> has the top and most qualified writers to help with any of your assignments. All you need to do is place an order <\/a>with us. (Framework or Model for Change)<\/p>\n\n\n\n 7.04 points<\/p>\n\n\n\n Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.<\/p>\n\n\n\n 6.4 points<\/p>\n\n\n\n Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.<\/p>\n\n\n\n 0 points<\/p>\n\n\n\n Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.<\/p>\n\n\n\n 5 points<\/p>\n\n\n\n Mechanics of Writing (includes spelling, punctuation, grammar, language use)<\/p>\n\n\n\n 5 points<\/p>\n\n\n\n Writer is clearly in command of standard, written, academic English.<\/p>\n\n\n\n 4.6 points<\/p>\n\n\n\n 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.<\/p>\n\n\n\n 4.4 points<\/p>\n\n\n\n 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.<\/p>\n\n\n\n 4 points<\/p>\n\n\n\n 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.<\/p>\n\n\n\n 0 points<\/p>\n\n\n\n Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.<\/p>\n\n\n\n 5 points<\/p>\n\n\n\n Paper Format (Use of appropriate style for the major and assignment)<\/p>\n\n\n\n 5 points<\/p>\n\n\n\n All format elements are correct.<\/p>\n\n\n\n 4.6 points<\/p>\n\n\n\n Template is fully used; There are virtually no errors in formatting style.<\/p>\n\n\n\n 4.4 points<\/p>\n\n\n\n Template is used, but some elements are missing or mistaken; lack of control with formatting is apparent.<\/p>\n\n\n\n 4 points<\/p>\n\n\n\n Template is used, and formatting is correct, although some minor errors may be present.<\/p>\n\n\n\n 0 points<\/p>\n\n\n\n Template is not used appropriately or documentation format is rarely followed correctly.<\/p>\n\n\n\n 5 points<\/p>\n\n\n\n Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)<\/p>\n\n\n\n 5 points<\/p>\n\n\n\n Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.<\/p>\n\n\n\n 4.6 points<\/p>\n\n\n\n Sources are documented, as appropriate to assignment and style, and format is mostly correct.<\/p>\n\n\n\n 4.4 points<\/p>\n\n\n\n Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.<\/p>\n\n\n\n 4 points<\/p>\n\n\n\n Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.<\/p>\n\n\n\n 0 points<\/p>\n\n\n\n Sources are not documented.<\/p>\n\n\n\n Collapse All<\/p>\n\n\n\n Evidence-Based Practice in Nursing and Healthcare : A Guide to Best Practice<\/p>\n\n\n\n Read Chapter 14 and review Chapter15 in Evidence-Based Practice in Nursing and Healthcare<\/em>: A Guide to Best Practice.<\/em>View Resource<\/a><\/p>\n\n\n\n Critical Appraisal Tools<\/p>\n\n\n\n Read \u201cCritical Appraisal Tools,\u201d located on the Centre for Evidence Based Medicine (CEBM) website.<\/p>\n\n\n\n https:\/\/www.cebm.ox.ac.uk\/resources\/ebm-tools\/critical-appraisal-tools<\/a><\/p>\n\n\n\n Worksheet for Using Practice Guidelines<\/p>\n\n\n\n Study \u201cWorksheet for Using Practice Guidelines,\u201d from the \u201cEvidence Based Medicine Toolkit,\u201d by Buckingham, Fisher, and Saunders (2<\/p>\n\n\n\n http:\/\/www.ebm.med.ualberta.ca\/CPGWorksheet.html<\/a><\/p>\n\n\n\n As you continue, thestudycorp.com<\/a> has the top and most qualified writers to help with any of your assignments. All you need to do is place an order <\/a>with us. (Framework or Model for Change)<\/p>\n\n\n\n Guidelines and Measures<\/p>\n\n\n\n Study \u201cGuidelines and Measures,\u201d located on the Agency for Healthcare Research and Quality website.<\/p>\n\n\n\n https:\/\/www.ahrq.gov\/gam\/index.html<\/a><\/p>\n\n\n\n Nursing Best Practice Guidelines<\/p>\n\n\n\n Investigate the Nursing Best Practice Guidelines page of the Registered Nurses Association of Ontario (RNAO) website.<\/p>\n\n\n\n http:\/\/www.rnao.org\/Page.asp?PageID=861&SiteNodeID=133<\/a><\/p>\n\n\n\n Evidence Based Medicine: Levels of Evidence<\/p>\n\n\n\n Read \u201cEvidence Based Medicine: Levels of Evidence,\u201d by the University of Illinois\/Chicago\u2019s Library of the Health Sciences at Peoria (2021)<\/p>\n\n\n\n http:\/\/researchguides.uic.edu\/content.php?pid=232200&sid=1921074<\/a><\/p>\n\n\n\n Use of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Survey Results<\/p>\n\n\n\n Read \u201cUse of Evidence-Based Practice Models and Research Findings in Magnet-Designed Hospitals Across the United States: National Survey Result<\/p>\n\n\n\n https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=ccm&AN=142632269&site=ehost-live&scope=site<\/a><\/p>\n\n\n\n Star Model<\/p>\n\n\n\n Explore the Star Model resources, located on the UT Health San Antonio School of Nursing website.<\/p>\n\n\n\n https:\/\/www.uthscsa.edu\/academics\/nursing\/star-model<\/a><\/p>\n\n\n\n Advanced Practice Nursing: Essential Knowledge for the Profession<\/p>\n\n\n\n Read Chapter 6 in Advanced Practice Nursing: Essential Knowledge for the Profession.<\/em><\/p>\n\n\n\n View Resource<\/a><\/p>\n\n\n\n Updating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice<\/p>\n\n\n\n Read \u201cUpdating the Stetler Model of Research Utilization to Facilitate Evidence-Based Practice,\u201d by Stetler, by Nursing Outlook<\/em> (2<\/p>\n\n\n\n https:\/\/www-sciencedirect-com.lopes.idm.oclc.org\/science\/article\/pii\/S0029655401478390<\/a><\/p>\n\n\n\n Iowa Model of Evidence-Based Practice: Revisions and Validation<\/p>\n\n\n\n Read \u201cIowa Model of Evidence-Based Practice: Revisions and Validation,\u201d by Buckwalter et al., from Worldviews on Evidence-Based Nursing<\/em><\/p>\n\n\n\n \u2026 Read More<\/p>\n\n\n\n https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=ccm&AN=123692132&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost<\/a><\/p>\n\n\n\n A Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes<\/p>\n\n\n\n Read \u201cA Test of the ARCC Model Improves Implementation of Evidence-Based Practice, Healthcare Culture, and Patient Outcomes,\u201d by Melnyk, Fi<\/p>\n\n\n\n https:\/\/lopes.idm.oclc.org\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&db=ccm&AN=121082056&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost<\/a><\/p>\n\n\n\n Study Designs<\/p>\n\n\n\n Review \u201cStudy Designs,\u201d located on the Centre for Evidence Based Medicine (CEBM) website.<\/p>\n\n\n\n https:\/\/www.cebm.ox.ac.uk\/<\/a><\/p>\n\n\n\nNUR 590 Benchmark \u2013 Evidence-Based Practice Proposal Project Framework or Model for Change<\/h2>\n\n\n\n
Framework or Model for Change<\/strong><\/h3>\n\n\n\n
Topic 3 DQ 1<\/h5>\n\n\n\n
Benchmark \u2013 Evidence-Based Practice Proposal Project: Framework or Model for Change \u2013 Rubric<\/h4>\n\n\n\n
Selected Model or Framework for Change<\/h5>\n\n\n\n
Criteria Description<\/h6>\n\n\n\n
5. 5: Excellent<\/h5>\n\n\n\n
4. 4: Good<\/h5>\n\n\n\n
3. 3: Satisfactory<\/h5>\n\n\n\n
2. 2: Less Than Satisfactory<\/h5>\n\n\n\n
1. 1: Unsatisfactory<\/h5>\n\n\n\n
Stages for Model or Framework<\/h5>\n\n\n\n
Criteria Description<\/h6>\n\n\n\n
5. 5: Excellent<\/h5>\n\n\n\n
4. 4: Good<\/h5>\n\n\n\n
3. 3: Satisfactory<\/h5>\n\n\n\n
2. 2: Less Than Satisfactory<\/h5>\n\n\n\n
1. 1: Unsatisfactory<\/h5>\n\n\n\n
Application of Model or Framework to Proposed Implementation<\/h5>\n\n\n\n
Criteria Description<\/h6>\n\n\n\n
5. 5: Excellent<\/h5>\n\n\n\n
4. 4: Good<\/h5>\n\n\n\n
3. 3: Satisfactory<\/h5>\n\n\n\n
![\"Framework](\"https:\/\/privateessaywriters.com\/wp-content\/uploads\/2022\/01\/order-1024x334.jpg\" "\\"\\"")
2. 2: Less Than Satisfactory<\/h5>\n\n\n\n
1. 1: Unsatisfactory<\/h5>\n\n\n\n
Concept Map for Model or Framework<\/h5>\n\n\n\n
Criteria Description<\/h6>\n\n\n\n
5. 5: Excellent<\/h5>\n\n\n\n
4. 4: Good<\/h5>\n\n\n\n
3. 3: Satisfactory<\/h5>\n\n\n\n
2. 2: Less Than Satisfactory<\/h5>\n\n\n\n
1. 1: Unsatisfactory<\/h5>\n\n\n\n
Application of Theoretical Framework in Decision Making (B)<\/h5>\n\n\n\n
Criteria Description<\/h6>\n\n\n\n
5. 5: Excellent<\/h5>\n\n\n\n
4. 4: Good<\/h5>\n\n\n\n
3. 3: Satisfactory<\/h5>\n\n\n\n
2. 2: Less Than Satisfactory<\/h5>\n\n\n\n
1. 1: Unsatisfactory<\/h5>\n\n\n\n
Required Sources<\/h5>\n\n\n\n
Criteria Description<\/h6>\n\n\n\n
5. 5: Excellent<\/h5>\n\n\n\n
4. 4: Good<\/h5>\n\n\n\n
3. 3: Satisfactory<\/h5>\n\n\n\n
2. 2: Less Than Satisfactory<\/h5>\n\n\n\n
1. 1: Unsatisfactory<\/h5>\n\n\n\n
Thesis Development and Purpose<\/h5>\n\n\n\n
Criteria Description<\/h6>\n\n\n\n
5. 5: Excellent<\/h5>\n\n\n\n
4. 4: Good<\/h5>\n\n\n\n
3. 3: Satisfactory<\/h5>\n\n\n\n
2. 2: Less Than Satisfactory<\/h5>\n\n\n\n
1. 1: Unsatisfactory<\/h5>\n\n\n\n
Argument Logic and Construction<\/h5>\n\n\n\n
Criteria Description<\/h6>\n\n\n\n
5. 5: Excellent<\/h5>\n\n\n\n
4. 4: Good<\/h5>\n\n\n\n
3. 3: Satisfactory<\/h5>\n\n\n\n
2. 2: Less Than Satisfactory<\/h5>\n\n\n\n
1. 1: Unsatisfactory<\/h5>\n\n\n\n
Mechanics of Writing (includes spelling, punctuation, grammar, language use)<\/h5>\n\n\n\n
Criteria Description<\/h6>\n\n\n\n
5. 5: Excellent<\/h5>\n\n\n\n
4. 4: Good<\/h5>\n\n\n\n
3. 3: Satisfactory<\/h5>\n\n\n\n
2. 2: Less Than Satisfactory<\/h5>\n\n\n\n
1. 1: Unsatisfactory<\/h5>\n\n\n\n
Paper Format (Use of appropriate style for the major and assignment)<\/h5>\n\n\n\n
Criteria Description<\/h6>\n\n\n\n
5. 5: Excellent<\/h5>\n\n\n\n
4. 4: Good<\/h5>\n\n\n\n
3. 3: Satisfactory<\/h5>\n\n\n\n
2. 2: Less Than Satisfactory<\/h5>\n\n\n\n
1. 1: Unsatisfactory<\/h5>\n\n\n\n
Documentation of Sources<\/h5>\n\n\n\n
Criteria Description<\/h6>\n\n\n\n
5. 5: Excellent<\/h5>\n\n\n\n
4. 4: Good<\/h5>\n\n\n\n
3. 3: Satisfactory<\/h5>\n\n\n\n
2. 2: Less Than Satisfactory<\/h5>\n\n\n\n
1. 1: Unsatisfactory<\/h5>\n\n\n\n
Resources<\/h4>\n\n\n\n
\n\n\n\n
\n\n\n\n
\n\n\n\n
\n\n\n\n
\n\n\n\n
\n\n\n\n
\n\n\n\n
\n\n\n\n
\n\n\n\n
\n\n\n\n
\n\n\n\n
\n\n\n\nRead More:<\/strong><\/h2>\n\n\n\n