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Course Code | Class Code | Assignment Title | Total Points | |||||
NUR-665E | NUR-665E-O500 | Evidence-Based Teaching Strategies | 25.0 | |||||
Criteria | Percentage | 1: Unsatisfactory (0.00%) | 2: Less Than Satisfactory (80.00%) | 3: Satisfactory (88.00%) | 4: Good (92.00%) | 5: Excellent (100.00%) | Comments | Points Earned |
Content | 100.0% | |||||||
Development of Learners in the Cognitive, Psychomotor, and Affective Domains | 15.0% | An explanation of how the nurse educator fosters the development of learners in the cognitive, psychomotor, and affective domains is not present. | An explanation of how the nurse educator fosters the development of learners in the cognitive, psychomotor, and affective domains is present, but lacks detail or is incomplete. | An explanation of how the nurse educator fosters the development of learners in the cognitive, psychomotor, and affective domains is present. | An explanation of how the nurse educator fosters the development of learners in the cognitive, psychomotor, and affective domains is detailed. | An explanation of how the nurse educator fosters the development of learners in the cognitive, psychomotor, and affective domains is thorough. | ||
Teaching Strategies for the Cognitive, Psychomotor, and Affective Domains | 14.0% | An in-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address is not present. | An in-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address is present, but lacks detail or is incomplete. | An in-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address is present. | An in-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address is detailed. | An in-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address is thorough. | ||
Effective Learning to Foster Development of Learners | 13.0% | An explanation of how each teaching strategy creates effective learning to foster the development of learners is not present. | An explanation of how each teaching strategy creates effective learning to foster the development of learners is present, but lacks detail or is incomplete. | An explanation of how each teaching strategy creates effective learning to foster the development of learners is present. | An explanation of how each teaching strategy creates effective learning to foster the development of learners is detailed. | An explanation of how each teaching strategy creates effective learning to foster the development of learners is thorough. | ||
Teaching Strategy Alignment to Learning Styles | 13.0% | An explanation of how each teaching strategy aligns to learning styles is not present. | An explanation of how each teaching strategy aligns to learning styles is present, but lacks details or is incomplete. | An explanation of how each teaching strategy aligns to learning styles is present. | An explanation of how each teaching strategy aligns to learning styles is detailed. | An explanation of how each teaching strategy aligns to learning styles is thorough. | ||
Teaching Strategy to Implement Generational Lessons | 15.0% | An explanation of how each teaching strategy can be used to implement generational lessons is not present. | An explanation of how each teaching strategy can be used to implement generational lessons is present, but lacks details or is incomplete. | An explanation of how each teaching strategy can be used to implement generational lessons is present. | An explanation of how each teaching strategy can be used to implement generational lessons is detailed. | An explanation of how each teaching strategy can be used to implement generational lessons is thorough. | ||
Implementation of Culturally Diverse Lessons | 15.0% | An explanation of how each teaching strategy can be used to implement culturally diverse lessons is not present. | An explanation of how each teaching strategy can be used to implement culturally diverse lessons is present, but lacks details or is incomplete. | An explanation of how each teaching strategy can be used to implement culturally diverse lessons is present. | An explanation of how each teaching strategy can be used to implement culturally diverse lessons is detailed. | An explanation of how each teaching strategy can be used to implement culturally diverse lessons is thorough. | ||
Research | 5.0% | No outside sources were used to support the assignment. | Few outside sources were used to support the assignment. Limited research is apparent. | Research is adequate. Sources are standard in relevance, quality of outside sources, and/or timeliness. | Research is timely and relevant, and addresses all of the issues stated in the assignment criteria. | Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria. | ||
Mechanics of Writing (includes spelling, punctuation, grammar, and language use) | 5.0% | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. | 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. | 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. | 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. | The writer is clearly in command of standard, written, academic English. | ||
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 5.0% | Sources are not documented. | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. | ||
Total Weightage | 100% |
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