For part of this assessment, you will demonstrate your ability to conduct an accurate and thorough examination of a patient, which is a critical skill for nurses. Patient assessments that are either inaccurate or not thorough can lead to nursing misdiagnoses or suboptimal health outcomes for patients.

You will submit a video of yourself conducting a head-to-toe assessment on a volunteer based on one of the Sentinel U case studies presented in this course. Your head-to-toe assessment should include a detailed analysis of the underlying pathophysiology of the selected disease process, the expected assessment findings, and the patient’s pharmacological needs. Additionally, you should discuss nursing implications for the selected disease process, from a pathophysiology, pharmacology, and physical assessment perspective.

Part 1: Video

Your video submission will be assessed on the following:

• Comprehensive and Professional Assessment: Perform a comprehensive, thorough, and accurate assessment of a patient based on a selected disease process.
  • Remember, that the person standing in as your patient should be acting out one of the diagnoses from the Sentinel U case studies in the course.
  • Be careful and thorough in your assessment, make sure the camera can see what you are doing or make sure you are describing what you are doing to the patient.
• Discussion of Diagnosis and Findings: Explain the diagnosis and findings of the physical assessment with the patient.
  • What did you find in your assessment?
  • How did the findings help you arrive at your diagnosis?
  • Are you communicating the findings to the patient in a way that provides context and helps the patient understand your findings?
• Understanding of Pharmacological Needs: Discuss the pharmacological needs of the patient within the context of their disease process and current best practices.
  • What are the standard pharmacological treatments for the patient’s diagnosis?
  • How does the patient’s health history, other conditions, and other medications impact the decision making process related to pharmacological treatment options?
  • What other information does the patient need to know related to potential side effects or things to avoid related to any new pharmacological treatments for their condition?
• Understanding of Pathophysiology: Explain the underlying pathophysiology of the disease process to the patient.
  • How does the disease process work in the body? Which systems does it impact?
  • How is the patient likely to feel if the disease process progresses?
  • How might symptoms of the disease process look or sound like to the patient?
• Critical Thinking and Clinical Reasoning: Synthesize assessment findings with knowledge of the disease process, pharmacology, and pathophysiology to establish care priorities for the patient.
  • What are the care priorities for the patient?
  • How have you used your assessment findings, combined with what you know about the pharmacology and pathophysiology to arrive at these priorities?
    • What evidence-based or best-practices support these priorities?
• Communication and Professionalism: Demonstrate professionalism and communicate clearly and effectively with the patient, using appropriate terminology throughout the assessment.

Part 2: Concept Map

Before beginning this part of the assessment, make sure that you have completed the three Sentinel U case study activities listed below. These will form the basis of your assessment.

For part of the assessment, you will select one of the mental health Sentinel U case study activities and create a concept map that outlines the pathophysiology, pharmacology, and physical assessment of the mental health diagnosis from your chosen case study. Note: The Sentinel U case study that you select for your concept map must be different than the case study that is the basis for your head-to-toe assessment in Part 1.

The key components of a mental health diagnosis concept map include the pathophysiology, pharmacology, and physical assessment of the diagnosis. The concept map should outline the key concepts related to the diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The map should be organized using a nursing concept map template, such as spider maps, hierarchical maps, or flow charts, to organize the information. The concept map should be accurate, complete, well-organized, and use appropriate nursing concepts and terminology.

To complete your concept map, follow these steps:

1. Select one of the mental health Sentinel U scenarios:
   • Ivy Jackson, 61 YO, Female, African American.
   • Marco Mancini, 43 YO, Male, Mediterranean.
   • Wesley Blanco, 13 YO, Non-Binary, Filipino, White.
2. Research the pathophysiology, pharmacology, and physical assessment of the chosen diagnosis.
3. Complete the case study simulation and download the simulation report showing the patient you selected and indicating 100% complete.
4. Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
   • You may wish to use the , but are also free to create your own.
5. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

Part 2 will be assessed on the following criteria.

• Diagnosis: Describe a mental health diagnosis. The diagnosis should be accurate and supported by relevant and evidence-based sources.
  • Make sure that the diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.
  • Ensure you have downloaded the completed Sentinel U simulation report showing that patient you selected.
• Concept Map: Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
  • Make sure that your use of evidence to support the concept map is explicit and relevant, and that the relationships between the concepts are clearly defined.
• Organization: The concept map should be well-organized and easy to follow. The content should be presented in a logical and clear manner, with a clear purpose and goals.
  • Also, you should make sure that your is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.
• Professional Communication: The concept map should demonstrate professionalism and effective communication. The map should be free of errors and typos and should use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis to a professional audience.
• APA format and style: The reference list should be formatted in APA style. All sources used should be relevant to the topic and evidence-based, published within the last 5 years.

Part 3: Simulation Reports

1. You must upload two different simulation reports with this part of the assessment.
   • The first simulation report will be on a mental health diagnosis simulation that you used for your concept map.
   • The second simulation report will be on the simulation you used as a basis for yourhead-to-toeassessment video. This must be different from the simulation report used for the concept map.

Requirements: | .doc file

Week 6 Assignment: Family Disaster Plan Tornado Scenario

For this paper, you must cite and reference at least two (2) scholarly resources.

The paper should be 23 pages (500 words or more) and written using the current 7th ed. APA student format (must have a title page and reference page).

List word count as the last line of your Conclusion paragraph. (word count ___).

See the Rubric for additional details on how your instructor will grade your assignment.

Your paper should address the following:

Title Page

Family Disaster Plan Scenario

Introduction paragraph follows the title of the paper on the first page of writing. You must include research on the dangers of a tornado (what is a tornado and why are they so dangerous). Explain the recommended safety measures in a tornado emergency-see rubric.

How would you prepare for the following situation?

(Scenario) At this moment, you are sitting at home working on your WCU class. Suddenly, the National Weather Bureau sends an alert across your cell phonea tornado is headed your way. You have 15 minutes before touchdown in your neighborhood.

1. What is your plan? This is a ‘shelter in place’ scenario; you cannot outrun the tornado. Identify a safe place in your home (residence) to take shelter.
2. Provide realistic examples and explain how you would apply the safety and survival measures you learned in your research of a tornado emergency to your specific living arrangements.

Example: I will turn off my utilities before I shelter in place to mitigate damage to my residence.

Example: I will take my ‘go-bags’ with me to my shelter in place.

How prepared are you in the event of a disaster?

Describe your level of disaster preparedness using specific examples and references to:

1. Potential disasters in your area.
2. Your 72-hour “go-bag” assignment.
3. Family Disaster Plan Checklist.

Example: I am more prepared for a water-related disaster than a fire-related disaster, even though I live in a highly secluded, forested area. I have a boat as transportation in the event of flooding, but I do not have rain barrels or fire barrier supplies on hand.

Example: “There were many missing items on my preparedness checklist. I realized that I do not own a flashlight. If I had to use my phone as a light, it would drain the battery very quickly.

Reflection

1. Reflect on how prepared you were before this class and compare it with how prepared you are now.

• Have you acquired any new emergency items?
• Do you plan to take any additional training or certification courses?
• Have you shared your knowledge with friends and family?

1. How does what you have learned in this course impact you as a future nurse?

Conclusion

Finish your paper with a strong conclusion paragraph

References

Cite and reference at least two (2) scholarly resources using the 7th ed

4-1 Discussion: Health Challenges Across the Lifespan

Possible Points: 40 Scenario: Health Challenges Across the Lifespan Abrisham, a fourteen-year-old pregnant teen, has fled from her hometown in Farah province to a tent city 300 kilometers away due to intensified fighting. She has traveled with her two siblings, three- and nine-year-old boys, along with her forty-year-old mother, Farida, and sixty-year-old father, Yasif. The local health service provider located 100 kilometers from their hometown had reduced their services, leaving Abrisham and her family with no access to healthcare since their move. The situation has worsened with no health providers in the tent city vicinity. Her parents are very concerned about Abrisham’s lack of maternal care, which will affect her newborn. Farida fears her boys and grandchild will suffer from malnutrition and lack of immunizations. Farida herself suffers from severe depression due to her recent pregnancy and preterm loss in the last year. Yasif, who suffers from worsening vision loss and early-onset dementia, has limited resources and worries he can’t provide for his family. Additionally, read the paper to get a comprehensive example of maternal health and its policies and intervention in Afghanistan. Prompt Apply your disciplinary perspective to evaluate the major health challenges implied by the case. In other words, defend your professional viewpoint regarding the most important factors that contribute to the health challenge. In your initial post, address the following elements. Provide at least three scholarly sources from the last five years to support your claims: Evaluate the major health challenges related to reproduction and infants by going through this case. What factors can prevent early pregnancies and reduce poor reproductive outcomes? Be sure to substantiate your claims with evidence. Assess the major health challenges faced by the children in this case. What strategies can be taken to reduce the causes of death and illness for these children? Be sure to substantiate your claims with evidence. Evaluate the major health concerns faced by the older adults in this case. What strategies can be taken to reduce the health concerns for the elderly in this case? Be sure to substantiate your claims with evidence. In response to two peers, address the following: Compare your analysis of the case to your peers’ viewpoints. In places where you disagree, offer a competing understanding of where the priorities lie. In areas where you agree, add additional evidence to support the consensus. Compare your disciplinary perspective to that of your peers. If you are coming from the same discipline, in what ways was your analysis similar? If you are informed by different disciplines, how do your perspectives diverge? To complete this assignment, review the .

Nursing and Health Professions Discussion Rubric

Criteria	Exceeds Expectations	Meets Expectations	Partially Meets Expectations	Does Not Meet Expectations	Value
Initial Post: Comprehension	Develops an initial post with an organized, clear point of view, using rich and significant detail that generates further questions, discussion, and reflection (100%)	Develops an initial post with a point of view that generates further questions, discussion, and reflection (90%)	Develops an initial post with a point of view but with some gaps in detail or that does not fully generate further questions, discussion, or reflection (70%)	Does not develop an initial post with a point of view (0%)	30
Initial Post: Sources	N/A	Incorporates at least one credible, current source (within the last five years) that supports claims (100%)	Incorporates at least one source, but sources may not be current or fully support claims (70%)	Does not include credible sources (0%)	10
Initial Post: Timeliness	N/A	Submits initial post on time (100%)	Submits initial post one day late (70%)	Submits initial post two or more days late (0%)	10
Response Post One: Engagement	Develops relevant and meaningful response post with clarifying explanation and detail, including at least one credible, current source (within the last five years) (100%)	Develops relevant response post with some explanation and detail, including at least one credible, current source (within the last five years) (90%)	Develops a response post that has gaps in relevancy and detail or does not include at least one credible, current source (within the last five years) (70%)	Develops response post that is generic, with little explanation or detail, and lacks sources (0%)	10
Response Post Two: Engagement	Develops relevant and meaningful response post with clarifying explanation and detail, including at least one credible, current source (within the last five years) (100%)	Develops relevant response post with some explanation and detail, including at least one credible, current source (within the last five years) (90%)	Develops a response post that has gaps in relevancy and detail or does not include at least one credible, current source (within the last five years) (70%)	Develops response post that is generic, with little explanation or detail, and lacks sources (0%)	10
Response Posts: Timeliness	N/A	Submits two response posts on time (100%)	Submits one response post late or submits only one response post (70%)	Submits two response posts late or does not submit response posts (0%)	10
Clear Communication	Exceeds expectations with an intentional use of language that promotes a thorough understanding (100%)	Consistently and effectively communicates in an organized way to a specific audience (90%)	Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding (70%)	Shows no evidence of consistent, effective, or organized communication (0%)	10
Citations and Attributions	Uses citations for ideas requiring attribution, with few or no minor errors (100%)	Uses citations for ideas requiring attribution, with consistent minor errors (90%)	Uses citations for ideas requiring attribution, with major errors (70%)	Does not use citations for ideas requiring attribution (0%)	10
Total:					100

The Office of the National Coordinators (ONCs) current goals are to promote interoperability and optimize EHRs with digital devices. These goals will be realized through application of the Systems Development Life Cycle model (SDLC).

Discuss either one of these questions:

• Do you believe the industry followed best practices in the use of SDLC as rapid adoption of EHRs occurred across the nation? If not, why not?

or

• Do you believe that hospitals and clinics can utilize SDLC best practices to move forward with the Promoting Interoperability Program to optimize EHRs that have been adopted? If so, how? If not, why do you believe hospitals and clinics may fail to do so?
• INCLUDE REFERENCES WITH APA STYLE

For part of this assessment, you will demonstrate your ability to conduct an accurate and thorough examination of a patient, which is a critical skill for nurses. Patient assessments that are either inaccurate or not thorough can lead to nursing misdiagnoses or suboptimal health outcomes for patients.

You will submit a video of yourself conducting a head-to-toe assessment on a volunteer based on one of the Sentinel U case studies presented in this course. Your head-to-toe assessment should include a detailed analysis of the underlying pathophysiology of the selected disease process, the expected assessment findings, and the patient’s pharmacological needs. Additionally, you should discuss nursing implications for the selected disease process, from a pathophysiology, pharmacology, and physical assessment perspective.

Part 1: Video

Your video submission will be assessed on the following:

• Comprehensive and Professional Assessment: Perform a comprehensive, thorough, and accurate assessment of a patient based on a selected disease process.
  • Remember, that the person standing in as your patient should be acting out one of the diagnoses from the Sentinel U case studies in the course.
  • Be careful and thorough in your assessment, make sure the camera can see what you are doing or make sure you are describing what you are doing to the patient.
• Discussion of Diagnosis and Findings: Explain the diagnosis and findings of the physical assessment with the patient.
  • What did you find in your assessment?
  • How did the findings help you arrive at your diagnosis?
  • Are you communicating the findings to the patient in a way that provides context and helps the patient understand your findings?
• Understanding of Pharmacological Needs: Discuss the pharmacological needs of the patient within the context of their disease process and current best practices.
  • What are the standard pharmacological treatments for the patient’s diagnosis?
  • How does the patient’s health history, other conditions, and other medications impact the decision making process related to pharmacological treatment options?
  • What other information does the patient need to know related to potential side effects or things to avoid related to any new pharmacological treatments for their condition?
• Understanding of Pathophysiology: Explain the underlying pathophysiology of the disease process to the patient.
  • How does the disease process work in the body? Which systems does it impact?
  • How is the patient likely to feel if the disease process progresses?
  • How might symptoms of the disease process look or sound like to the patient?
• Critical Thinking and Clinical Reasoning: Synthesize assessment findings with knowledge of the disease process, pharmacology, and pathophysiology to establish care priorities for the patient.
  • What are the care priorities for the patient?
  • How have you used your assessment findings, combined with what you know about the pharmacology and pathophysiology to arrive at these priorities?
    • What evidence-based or best-practices support these priorities?
• Communication and Professionalism: Demonstrate professionalism and communicate clearly and effectively with the patient, using appropriate terminology throughout the assessment.

Part 2: Concept Map

Before beginning this part of the assessment, make sure that you have completed the three Sentinel U case study activities listed below. These will form the basis of your assessment.

For part of the assessment, you will select one of the mental health Sentinel U case study activities and create a concept map that outlines the pathophysiology, pharmacology, and physical assessment of the mental health diagnosis from your chosen case study. Note: The Sentinel U case study that you select for your concept map must be different than the case study that is the basis for your head-to-toe assessment in Part 1.

The key components of a mental health diagnosis concept map include the pathophysiology, pharmacology, and physical assessment of the diagnosis. The concept map should outline the key concepts related to the diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions. The map should be organized using a nursing concept map template, such as spider maps, hierarchical maps, or flow charts, to organize the information. The concept map should be accurate, complete, well-organized, and use appropriate nursing concepts and terminology.

To complete your concept map, follow these steps:

1. Select one of the mental health Sentinel U scenarios:
   • Ivy Jackson, 61 YO, Female, African American.
   • Marco Mancini, 43 YO, Male, Mediterranean.
   • Wesley Blanco, 13 YO, Non-Binary, Filipino, White.
2. Research the pathophysiology, pharmacology, and physical assessment of the chosen diagnosis.
3. Complete the case study simulation and download the simulation report showing the patient you selected and indicating 100% complete.
4. Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
   • You may wish to use the , but are also free to create your own.
5. Organize content with clear purpose/goals and with relevant and evidence-based sources (published within 5 years).

Part 2 will be assessed on the following criteria.

• Diagnosis: Describe a mental health diagnosis. The diagnosis should be accurate and supported by relevant and evidence-based sources.
  • Make sure that the diagnosis is accurate and includes specific symptoms or criteria that support the diagnosis.
  • Ensure you have downloaded the completed Sentinel U simulation report showing that patient you selected.
• Concept Map: Create a concept map that outlines the key concepts related to the chosen diagnosis, including risk factors, signs and symptoms, diagnostic procedures, medications, complications, nursing diagnoses, and nursing interventions.
  • Make sure that your use of evidence to support the concept map is explicit and relevant, and that the relationships between the concepts are clearly defined.
• Organization: The concept map should be well-organized and easy to follow. The content should be presented in a logical and clear manner, with a clear purpose and goals.
  • Also, you should make sure that your is visually appealing and easy to read, incorporating appropriate use of colors, shapes, and symbols.
• Professional Communication: The concept map should demonstrate professionalism and effective communication. The map should be free of errors and typos and should use appropriate terminology and language. The map should effectively communicate the key concepts related to the diagnosis to a professional audience.
• APA format and style: The reference list should be formatted in APA style. All sources used should be relevant to the topic and evidence-based, published within the last 5 years.

Part 3: Simulation Reports

1. You must upload two different simulation reports with this part of the assessment.
   • The first simulation report will be on a mental health diagnosis simulation that you used for your concept map.
   • The second simulation report will be on the simulation you used as a basis for yourhead-to-toeassessment video. This must be different from the simulation report used for the concept map.

Week 6 Assignment: Family Disaster Plan Tornado Scenario

For this paper, you must cite and reference at least two (2) scholarly resources.

The paper should be 23 pages (500 words or more) and written using the current 7th ed. APA student format (must have a title page and reference page).

List word count as the last line of your Conclusion paragraph. (word count ___).

See the Rubric for additional details on how your instructor will grade your assignment.

Your paper should address the following:

Title Page

Family Disaster Plan Scenario

Introduction paragraph follows the title of the paper on the first page of writing. You must include research on the dangers of a tornado (what is a tornado and why are they so dangerous). Explain the recommended safety measures in a tornado emergency-see rubric.

How would you prepare for the following situation?

(Scenario) At this moment, you are sitting at home working on your WCU class. Suddenly, the National Weather Bureau sends an alert across your cell phonea tornado is headed your way. You have 15 minutes before touchdown in your neighborhood.

1. What is your plan? This is a ‘shelter in place’ scenario; you cannot outrun the tornado. Identify a safe place in your home (residence) to take shelter.
2. Provide realistic examples and explain how you would apply the safety and survival measures you learned in your research of a tornado emergency to your specific living arrangements.

Example: I will turn off my utilities before I shelter in place to mitigate damage to my residence.

Example: I will take my ‘go-bags’ with me to my shelter in place.

How prepared are you in the event of a disaster?

Describe your level of disaster preparedness using specific examples and references to:

1. Potential disasters in your area.
2. Your 72-hour “go-bag” assignment.
3. Family Disaster Plan Checklist.

Example: I am more prepared for a water-related disaster than a fire-related disaster, even though I live in a highly secluded, forested area. I have a boat as transportation in the event of flooding, but I do not have rain barrels or fire barrier supplies on hand.

Example: “There were many missing items on my preparedness checklist. I realized that I do not own a flashlight. If I had to use my phone as a light, it would drain the battery very quickly.

Reflection

1. Reflect on how prepared you were before this class and compare it with how prepared you are now.

• Have you acquired any new emergency items?
• Do you plan to take any additional training or certification courses?
• Have you shared your knowledge with friends and family?

1. How does what you have learned in this course impact you as a future nurse?

Conclusion

Finish your paper with a strong conclusion paragraph

References

Cite and reference at least two (2) scholarly resources using the 7th ed

PLEASE USE VALID SCHOLARLY SOURCES, NO AI OR PLAGIARISM

The attached files are things we have been working on for this assignment please use them as well

Week 6 Assignment: Family Disaster Plan Tornado Scenario

For this paper, you must cite and reference at least two (2) scholarly resources.

The paper should be 23 pages (500 words or more) and written using the current 7th ed. APA student format (must have a title page and reference page).

List word count as the last line of your Conclusion paragraph. (word count ___).

See the Rubric for additional details on how your instructor will grade your assignment.

Your paper should address the following:

Title Page

Family Disaster Plan Scenario

The introduction paragraph follows the title of the paper on the first page of writing. You must include research on the dangers of a tornado (what is a tornado and why are they so dangerous). Explain the recommended safety measures in a tornado emergency-see rubric.

How would you prepare for the following situation?

(Scenario) At this moment, you are sitting at home working on your WCU class. Suddenly, the National Weather Bureau sends an alert across your cell phonea tornado is headed your way. You have 15 minutes before touchdown in your neighborhood.

1. What is your plan? This is a ‘shelter in place’ scenario; you cannot outrun the tornado. Identify a safe place in your home (residence) to take shelter.
2. Provide realistic examples and explain how you would apply the safety and survival measures you learned in your research of a tornado emergency to your specific living arrangements.

Example: I will turn off my utilities before I shelter in place to mitigate damage to my residence.

Example: I will take my ‘go-bags’ with me to my shelter in place.

How prepared are you in the event of a disaster?

Describe your level of disaster preparedness using specific examples and references to:

1. Potential disasters in your area.
2. Your 72-hour “go-bag” assignment.
3. Family Disaster Plan Checklist.

Example: I am more prepared for a water-related disaster than a fire-related disaster, even though I live in a highly secluded, forested area. I have a boat as transportation in the event of flooding, but I do not have rain barrels or fire barrier supplies on hand.

Example: “There were many missing items on my preparedness checklist. I realized that I do not own a flashlight. If I had to use my phone as a light, it would drain the battery very quickly.

Reflection

1. Reflect on how prepared you were before this class and compare it with how prepared you are now.

• Have you acquired any new emergency items?
• Do you plan to take any additional training or certification courses?
• Have you shared your knowledge with friends and family?

1. How does what you have learned in this course impact you as a future nurse?

Conclusion

Finish your paper with a strong conclusion paragraph

References

Cite and reference at least two (2) scholarly resources using the 7th ed APA format.

• Need help with APA Style? Visit the Student Resources page.

Rubric

Family Disaster Plan – Tornado Scenario Rubric

Family Disaster Plan – Tornado Scenario Rubric

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeIntroductionYou must include research on the dangers and explain the recommended safety measures in a tornado emergency.	30 to >26.0 ptsProficientThe introduction is clear, thorough, and accurately supported by significant research on the dangers of a tornado. Explains realistic safety measures and survival strategies for a tornado emergency, displaying a significant understanding of the course content.26 to >23.0 ptsAcceptableThe introduction is accurate and includes adequate research on the dangers of a tornado. Explains some details for a tornado emergency, but some ideas may be vague, or incomplete, suggesting adequate understanding of the course content. 23 to >22.0 ptsDevelopingThe introduction includes minimal research on the dangers of a tornado. Explains some content for a tornado emergency that is unsupported and/or inaccurate. suggesting a general understanding of the course content.22 to >0 ptsUnsatisfactoryThe introduction lacks research on the dangers of a tornado. Explanation is general and lacking in detail for a tornado emergency or is off-topic, suggesting a lack of understanding of the course content.	30 pts
This criterion is linked to a Learning OutcomePlanningWhat is your plan? Identify a safe place in your home. Provide realistic examples and explain how you would apply the safety and survival measures you learned in your research.	45 to >40.0 ptsProficientIdentifies a safe location to shelter in place in your residence. Makes a clear connection with the tornado safety introduction. Provide realistic examples and explain how you would apply the safety and survival measures you learned in your research of a tornado emergency to your specific living arrangements. Includes 5-6 safety measures displaying significant understanding of the course content.40 to >36.0 ptsAcceptableIdentifies an appropriate location to shelter in place in your residence Makes a connection with the tornado safety introduction. Provide realistic examples and explain how you would apply the safety and survival measures you learned in your research of a tornado emergency to your specific living arrangements. Includes 3-4 safety measures suggesting adequate understanding of the course content. 36 to >34.0 ptsDevelopingIdentifies an inappropriate location to shelter in place in your residence. Does not make a connection with the tornado safety introduction. Provide realistic examples and explain how you would apply the safety and survival measures you learned in your research of a tornado emergency to your specific living arrangements. Includes 1-2 safety measures suggesting a general understanding of the course content.34 to >0 ptsUnsatisfactoryUnable to identify a safe location to shelter in place in your residence. Does not make a connection with the tornado safety introduction. Provide realistic examples and explain how you would apply the safety and survival measures you learned in your research of a tornado emergency to your specific living arrangements. No safety measures suggesting lack of understanding of the course content.	45 pts
This criterion is linked to a Learning OutcomePreparednessHow prepared are you in the event of a disaster?	30 to >26.0 ptsProficientThoroughly and thoughtfully evaluates ones level of preparedness, giving specific examples in all 3 of the following areas: Potential disasters in their area Their 72-hour go-bag assignment. Family Disaster Plan Checklist.26 to >23.0 ptsAcceptableEvaluates ones level of preparedness, giving general examples in 3 of the following areas: Potential disasters in their area Their 72-hour go-bag assignment. Family Disaster Plan Checklist. 23 to >22.0 ptsDevelopingEvaluates ones level of preparedness but does not give examples in at least 2 of the following areas: 1. Potential disasters in their area 2. Their 72-hour go-bag assignment. 3. Family Disaster Plan Checklist.22 to >0 ptsUnsatisfactoryVaguely evaluates ones level of preparedness but does not give examples in at least 2 of the following areas: 1. Potential disasters in their area 2. Their 72-hour go-bag assignment. 3. Family Disaster Plan Checklist.	30 pts
This criterion is linked to a Learning OutcomeReflection/ConclusionReflect on how prepared you were before this class and compare it with how prepared you are now.	35 to >31.0 ptsProficientReflects thoughtfully and in-depth on personal growth in disaster preparedness throughout the course, offering examples and details for evidence. Provides specific examples from ones personal situation to support the evaluation with evidence. Provides specific examples of newly acquired emergency items or wish list items. Provides specific examples of any additional training or certification courses for the future. Provides specific examples of knowledge that was shared with friends and family. Draws several conclusions and makes reasonable predictions on how this new knowledge will impact you as a nurse.31 to >27.0 ptsAcceptableReflects on personal growth in disaster preparedness throughout the course. Provides general examples to support the evaluation. Provides general examples of newly acquired emergency items or wish list items. Provides general examples of any additional training or certification courses for the future. Provides general examples of knowledge that was shared with friends and family. Draws conclusions and makes a connection on how this new knowledge will impact you as a nurse. 27 to >26.0 ptsDevelopingDoes not reflect on personal growth in disaster preparedness throughout the course or is vague in reflection. Provides general examples but they are inadequate in supporting the evaluation. Provides vague examples of newly acquired emergency items or wish list items. Provides vague examples of any additional training or certification courses for the future. Provides vague examples of knowledge that was shared with friends and family. Draws conclusions on how this new knowledge will impact you as a nurse.26 to >0 ptsUnsatisfactoryDoes not reflect on personal growth in disaster preparedness throughout the course or is vague in reflection. Provides vague examples, and they are inadequate in supporting the evaluation. Does not provide examples of newly acquired emergency items or wish list items. Does not provide examples of any additional training or certification courses for the future. Does not provide examples of knowledge that was shared with friends and family. Does not draw conclusions on how this new knowledge will impact you as a nurse.	35 pts
This criterion is linked to a Learning OutcomeMechanics and APACorrect spelling, grammar, and punctuation. Uses current APA Style throughout the paper, including title page and references. Cites appropriate number of scholarly sources.	10 to >9.0 ptsProficientThe assignment has no errors using the 7th edition student APA formatting (including cover page, introduction, body of paper, reference page and in-text citations). Includes two or more scholarly resources with in-text citations to support safety and survival strategies. There are no grammatical, spelling, or punctuation errors. 500 or more word count.9 to >8.0 ptsAcceptableThe assignment consistently follows the 7th edition student APA formatting (including cover page, introduction, body of paper, reference page and in-text citations). Includes two scholarly resources with in-text citations, but they may not clearly support the safety measures presented. Contains only isolated and inconsistent mistakes and/or has a few (1-2) grammatical, spelling, or punctuation errors. 400-499 word count. 8 to >7.0 ptsDevelopingThe assignment does not consistently follow the 7th edition student APA formatting (including cover page, introduction, body of paper, reference page and in-text citations). Includes only one scholarly resource and is missing in-text citations, to support safety measures. There are several grammatical (3-6), spelling, or punctuation errors. 300-399 word count.7 to >0 ptsUnsatisfactoryThe assignment minimally follows the 7th edition student APA formatting (including cover page, introduction, body of paper, reference page and in-text citations). One or no scholarly resources are cited or referenced. There are numerous grammatical, spelling and punctuation errors (7+). 299 or less word count.	10 pts

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