NUR 2680L Community Health Nursing lab Course Nu

NUR 2680L Community Health Nursing lab
Course Number: NUR 2680L Term: 2213 (Spring 2021)
Course Reference Number: 4946
Meeting Days/Time: Mondays 5:00pm- 8:00pm (January 11th-
April 19th, 2021)
Location: Remote Learning via Blackboard Collaborate
Instructor’s Name: Rashida Stewart, MPH, MSN-Ed, RN
E-mail Address: [email protected]
Office Phone: 305-237-4519, for faster contact use the Remind
app class code CHN2021
Office Hours: Before Class on Mondays
Course Description: This laboratory course assists the students
in applying knowledge of
community health resources. Students will learn to manage
health resources to
support the delivery of care to the individuals, fami lies, and

target populations
within the community. Special emphasis is placed on the
understanding cultural
influences, social justice, and the impact of the nurse on the
community.
Course Credits: 1 Credit
Pre-requisites: NUR 1025, NUR 1025C, NUR 1025L, NUR
1060C, NUR 1141, NUR 1211, NUR
1211L, NUR 1214C, NUR 1002, NUR 1002L, NUR1142
Co-requisites: NUR 2310, NUR 2310L, NUR 2520, NUR
2520L, NUR 2420L,
NUR2420
MDC Learning Outcomes:
1. Communicate effectively using listening, speaking, reading,
and writing skills.
2. Use quantitative analytical skills to evaluate and process
numerical data.
3. Solve problems using critical and creative thinking and
scientific reasoning.
4. Formulate strategies to locate, evaluate, and apply
information.
5. Demonstrate knowledge of diverse cultures, including global

and historical perspectives.
6. Create strategies that can be used to fulfill personal, civic,
and social responsibilities.
7. Demonstrate knowledge of ethical thinking and its
application to issues in society.
8. Use computer and emerging technologies effectively.
9. Demonstrate an appreciation for aesthetics and creative
activities.
10. Describe how natural systems function and recognize the
impact of humans on the environment.
End-of-Program Student Learning Outcomes:
1. Develop a professional identity that demonstrates teamwork,
collaboration, effective communication
and adhere to standards of practice for nursing.
2. Implement safety and quality initiatives in the delivery of
holistic patient-centered care.
3. Utilize technological resources to effectively deliver care
which enhances positive patient outcomes.
4. Deliver compassionate care to diverse populations with
respect to individuality and clients’ needs.
5. Uses relevant evidence to improve clients’ outcomes within a
dynamic environment.
Course Student Learning Outcomes:

At the end of the course the student will be able to:
At the end of the course the student will be able to:
1. Understand the dynamic and inter-related factors influencing
health outcomes for various segments
of the population. (Meets Unit Objectives/ Competencies 1 &2)
2. Analyze and apply data to support the care of individuals,
families, and target populations within
the community. (Meets Unit Objectives/ Competencies 1 & 2)
3. Utilize culturally competent health strategies to educate
individuals and groups regarding health
promotion, health protection and prevention of illness or injury.
(Meets Unit Objectives/
Competencies 1)
4. Collaborate with community partners to facilitate initiatives
which support the health of the local
community. (Meets Unit Objectives/ Competencies 3)
5. Apply theories of growth and development, nursing, and
public health to validate decision making,
planning, implementation, and evaluation of care. (Meets Unit
Objectives/ Competencies 1 & 4)
BLACKBOARD
All assignments will be administered via blackboard. Students
are expected to adhere to the instructions
provided along with assigned due dates.

ACADEMIC HONESTY
This procedure establishes a process for addressing charges of
academic dishonesty in a manner that
preserves the professional integrity of the faculty member as
well as the due process rights of the student.
Academic dishonesty includes the following actions, and those
that are similar in nature, with respect to a
student’s academic performance:
A. Cheating on an examination and unauthorized sharing of
information.
B. Collaborating with others on individual assignments.
C. Plagiarizing the ideas, writings, or works of another.
D. Re-submitting work from another course unless permitted by
the instructor.
Some related actions of academic dishonesty, such as stealing
examinations or course material and
falsifying records, may be directly addressed through Procedure
4035 Addressing Academic Dishonesty. A
detailed review of the procedure can be viewed at
https://www.mdc.edu/procedures/Chapter4/4035.pdf

STUDENT DISCIPLINARY ACTIONS
All alleged student violations of the Code of Conduct of the
College are referred to the Office of the
Student Dean at the respective campus. A detailed review of the
procedure can be viewed at
STANDARDS OF ACADEMIC PROGRESS (SOAP)
The main purpose for the Standards of Academic Progress
(SOAP) Procedure is to establish a formal
process through which the faculty, staff, and administration at
Miami Dade College may identify and
provide support to students who experience academic difficulty
and fall below a Combined Cumulative
Grade Point Average (GPA) of 2.0 (Calculated from the
combined graded units for GPA). The combined
Cumulative GPA includes computation of grades for both MDC
and posted transfer courses. Good
Academic Standing is defined as 2.0 or higher for the Combined
Cumulative GPA. A detailed review of
the procedure can be viewed at

GUIDELINES FOR APPEAL OF THE STANDARDS OF
ACADEMIC PROGRESS
To establish a procedure for review and consideration regarding
adjustment to students’ academic standing
of suspension or dismissal as outlined in College Procedure
4010 Standards of Academic Progress
(SOAP). A detailed review of the procedure can be viewed at
SERVICES PROVIDED FOR STUDENTS WITH
DISABILITIES
To provide general information and guidelines concerning
services available for students with disabilities,
including the granting of auxiliary aids, substitutions,
modifications, academic adjustments, or waivers of
requirements for admission to the College, its programs of

study, its entry requirements to the upper
division, or graduation for students with disabilities. To provide
the College with procedures relating to
students that may pose a direct threat to the health and safety of
others. A detailed review of the procedure
can be viewed at
STUDENT APPEAL OF GRADES
This College procedure for the student appeal of grades ensures
that both students and faculty will be
aware of the processes that are to be followed when a course
grade is challenged. The responsibility for
academic evaluation and the assignment of grades is that of the
faculty member who has been assigned
responsibility for a course. When a student believes that he/she
has not been evaluated as prescribed in the
course syllabus, an avenue of appeal must be provided. A
detailed review of the procedure can be viewed
at https://www.mdc.edu/procedures/Chapter8/8301.pdf
INCOMPLETE GRADES
A grade of Incomplete is submitted when the student's work in a
course is unfinished. An incomplete is

normally given only where extenuating circumstances exist, or
where research or performance needs to be
extended beyond the normal limits of the term. The student
must obtain the instructor's permission to
finish the course. Student may request a grade of incomplete
only after the drop/withdraw date has passed.
The decision to grant such a request will rest with the
individual course instructor. The students have an
opportunity to appeal the course instructor's decision, if it is
negative, to the immediate supervisor of the
course instructor. This would be a one-step final appeal process.
If the decision is reached by the course instructor to gr ant an
incomplete, this must be accompanied by a
written and signed agreement between the course instructor and
the student. The Agreement Form will
contain the following points:
1. The time frame in which the course requirements must be
completed. As a standard rule, this
work should be completed by the last day of the next major term
(Fall or Winter). An extension of
this time limit may be granted by the appropriate Department
Head after consultation with the

instructor, if the reasons are determined to be beyond the
control of the student – severe illness,
accident, etc. (In the event the Incomplete grade is carried past
the next major term, faculty must
maintain course records for the student up until the next major
term from the time at which the
grade is recorded on the student transcript.)
2. The specific requirements that must be completed and the
manner in which they are to be
completed. (This might include some reference to grading
criteria).
3. A provision that if the requirements have not been met by the
end of the next major term, a
Failure will be recorded as the grade for the course. A student
does not remove an Incomplete by
registering in a subsequent term to re-take the course.
https://www.mdc.edu/procedur es/Chapter4/4015.pdf
WITHDRAWALS

If you are thinking of withdrawing from a class, speak first with
your professor. If you still choose to
withdraw, please keep the following in mind:
• A course withdrawal is not an automatic process; you need to
withdraw either online or at
the registration office.
• If you withdraw from a course after the 100 percent refund
date, it counts as an attempt and
it will remain on your transcript.
• You may withdraw with a grade of “W” up to the withdrawal
date. Withdrawals after that
date would be considered only through the petition process.
Check with your advisor for
more information.
• Withdrawals are not official until processed online or at the
Registrar’s Office. Get a copy
of your schedule to confirm this transaction.
• Withdrawal deadlines are published in the official College
calendar.
• Dropping a course may jeopardize your athletic eligibility,
financial aid, veteran benefits,
student visa status or participation in student activities.

STUDENT COMPLAINTS
Prospective or enrolled students may voice a complaint about a
College rule/regulation, procedure, or
experience. The complaint may also be raised by a group of
students or student government. Students must
first voice their complaint to front-line staff and/or their
supervisors. If the complaint cannot be resolved at
that level, then the supervisors will communicate it to the next
leadership level and notify the student(s).
Students are expected to follow this chain of command within
the complaint process and not elevate their
complaint to the senior executive level of the College. Students
who are unable to resolve their
concerns/issues with the front-line staff and/or their supervisors
may file a complaint in writing to the
appropriate division head as listed in the table in this procedure.
If the complaint is against a first or second
level individual in the chain of command, the student should
present the concern to the next level. A
detailed review of the procedure can be viewed at
VETERANS AFFAIRS

Our Veterans Affairs offices are available to assist all eligible
U.S. veteran students and dependents who
are using their V.A. educational benefits to further their
education. You can get information about
entitlements, filing claims to the Department of Veterans
Affairs (DVA) and certifying enrollment at
MDC. Connect to MDC staff/contacts, specialized services, and
certification information and processing.
For more information, please contact Veterans Information at
305-237-2790.
ACCESSIBILITY AND DISABILITY SERVICES
ACCESS (A Comprehensive Center for Exceptional Student
Services) Disability Services provide and
coordinate accommodations for students with documented
disabilities. Federal and state laws and
regulations guarantee students with disabilities equal access and
equal opportunity in post-secondary
education. The College has developed special support services
and accommodations to assist students with
disabilities in achieving equal opportunities.
TUTORING

Tutoring is available through Blackboard Collaborate Ultra.
How to access a virtual tutor:
1. Select the campus where you typically meet with a tutor
2. Select the discipline you are requesting tutoring from
3. You will be connected to a Collaborate Ultra room and a staff
member will further direct you
Need a tutor outside of the scheduled hours? Check to see if
your professor has activated Smarthinking
virtual tutoring in their Blackboard course. Smarthinking will
pair you with a subject specific tutor 24/7.
FOR MORE INFORMATION CONCERNING LABS BY
CAMPUS, PLEASE VISIT
https://libraryguides.mdc.edu/c.php?g=636897&p=4456609
TITLE IX: DISCRIMINATION, HARASSMENT, AND
SEXUAL MISCONDUCT REPORTING:
Miami Dade College is committed to providing an institutional
environment where all persons may pursue
their studies, careers, duties, and activities in an atmosphere
free of threat of unwelcome and unwanted
sexual offenses and violence. The College prohibits offenses of

Sexual Assault, Domestic Violence, Dating
Violence and Stalking on its campuses and has developed
policies and procedures to be followed once it
has been determined that a sexual offense has occurred.
A list of resources is available at
https://www.mdc.edu/preventsexualviolence/know-your-
rights.aspx.
If you wish to report misconduct or have questions about school
policies and procedures regarding
Sexual Assault, Dating Violence, Domestic Violence and
Stalking, please refer to MDC’s Title IX
Coordinator and/or for more information, please review the
procedure with contact listing information at
https://www.mdc.edu/policy/Chapter1/01-I-20-Non-Substantive-
Revised-8-17-16.pdf
HEALTH / CPR REQUIREMENTS:
Please refer to School of Nursing Orientation Manual. Students
must adhere to the requirements for
clinical as per school policy.
REQUIRED TEXT
• ATI Review Module: RN Community Health Nursing (Edition

7.0) (e-book available)
• ATI Review Module: Nutrition for Nursing (Edition 6.0) (e-
book available)
MEANS OF OUTCOME ASSESSMENT
Lectures, Seminars, Forums, Guided-Discussions, Student
Presentations, Case Studies, Exams,
Remediation, and Written Assignments
EVALUATION/GRADING SCALE
The course grade scale is outlined below:
GRADE PERCENTAGE
S Satisfactory
U Unsatisfactory
A student who earns a grade of satisfactory:
• Safely executes psychomotor skills.
• Applies previous learning to Community Nursing.
• Gathers data about the community systematically.
• Uses therapeutic communication with patients, families, staff,
peers, and others.

• Applies critical thinking to nursing care situations with
community nursing.
• Is self-directed
• Meets all objectives in Core Components (see evaluation tool)
A student who earns a grade of unsatisfactory:
• Fails to transfer previously learning.
• Uses communications patterns that are angry, judgmental,
disrespectful, familiar, false, or otherwise
inappropriate.
• Violates policies of affiliating agency and/ or College.
Unsafely executes psychomotor skills.
• Fails to act on constructive feedback.
• Fails to meet course objectives due to excessive tardiness or
absence.
• Fails to meet all objectives in Core Components (see
evaluation tool)
https://libraryguides.mdc.edu/c.php?g=6368 97&p=4456609
https://www.mdc.edu/preventsexualviolence/know-your-
rights.aspx
https://www.mdc.edu/policy/Chapter1/01-I-20-Non-Substantive-
Revised-8-17-16.pdf
NUR 2680L – Introduction to Community Health Nursing is

structured to provide students with an
opportunity to expand on the previous knowledge gained from
caring for clients in acute care and/ or
extended long term care settings. Registered nurses must also
meet the needs of clients who may not
access traditional avenues of care. This course allows students
to gain insight into the way nurses practice
“outside the walls” of traditional sites to reach clients where
they work, live, and play in the community.
Students develop strategies and implement services to promote
health and prevent illness. The course is
also designed to increase your awareness of professional
nursing values, ethics, and civic responsibility. It
gives students the opportunity to use nursing expertise to
provide service-learning to individuals, families,
and target populations in collaboration with community
partners.
Through these experiences’ students can raise their awareness
of community health issues become
advocates for change. Students can act as change-makers as
they provide meet the needs of the community
through the opportunities to provide service. Students expand
their learning and professional development

as they reflect on these experiences (exploring personal values,
professional behaviors, and commitment
and to the community). This embodies the principles of
service-learning.
COURSE REQUIREMENTS
The exploratory course requires a minimum of 40 hours of
community health nursing, education, and
teaching in a directed/self-directed format. The course spans 12-
16 weeks and consists of three segments:
The hours are portioned into three (3) distinct segments:
A. Mandatory Lecture Hours (7hrs)
B. Instructor-Assigned Class Activity Hours (10hrs) –Includes
Standardized Exams &
Remediation.
C. Community Service-Learning Activity Hours (23hrs)
Requisite Components
• Activities Log: Students must maintain a detailed log
throughout the course to serve as a record of
all activities (Mandatory Lectures, Instructor- Assigned
Activities, & Service-Learning Activities).

Each entry in the log should be signed off or verified by the
assigned clinical instructor. Students
must provide a signature, certificate, or letter from any
community partners depending on the
activity.
• Personal Reflection Journals discussing the experience
(Specific Questions to be addressed in the
journal entries are provided).
• Terminology (these are provided): Students must define
specific vocabulary and may utilize these
terms in the journal entries to demonstrate understanding.
• Community Needs Assessment: Students are required to
conduct a community needs assessment
and write a scholarly paper detailing the results (an outline is
provided).
• Final Portfolio: The student will submit a portfolio document
with all the course requirements
listed above.
• Course Evaluation: Students will complete the course
evaluation at the end of the semester.

PRACTICE ASSESSMENTS AND REMEDIATION:
1. Students will complete the following items on the ATI
platform:
Practice Assessments and Remediation
Practice Assessment A Remediation Plan Practice Assessment B
(Results will generate a
remediation plan)
(Student must complete 3
handwritten critical thinking points
on each of the tiles)
(Taken after completion of the
remediation plan)
2. At designated times during the course, the student will take
the mandatory Practice Assessments.

3. The results of the Practice Assessment A will generate
mandatory remediation plans based on the
student’s individualized performance.
4. The student must complete the Remediation Plan with the 3
critical thinking points (handwritten)
for each tile prior to taking the Practice Assessment B.
5. Students scoring less than 70% on a Practice A exam will
complete the remediation above and will
complete additional remediation on the ATI platform as directed
to address gaps in learning.
6. Students will earn two (2) hours towards the 10 hours of
required Instructor Assigned Class
Activities for completing all required practice assessments and
remediation plans
(1 hour for the Community Health assignments and 1 hour for
the Nutrition assignments).
7. To earn the designated hours, students must complete ALL of
the outlined requirements (1-6
above), no partial hours will be granted.
8. Missed exams will be considered a clinical absence (please
review clinical absentee policy in
Student Handbook)

Professional Attire for Community Service-Learning
Activities/Projects:
1. Students must wear community health nursing t-shirt, green
scrub pants, white shoes
2. All students must wear their MDC student badges.
3. Adhere to the standards in the Student Handbook: regarding
hair, nails, and jewelry
Please remember—you are a representation of MDC – School of
Nursing when you are out in the
community.
COMMUNICATING WITH FACULTY / GROUP MEMBERS
All Community Health Nursing Faculty are available via e-mail
or telephone.
Refer to the information listed in the Syllabus.
It is required to have an MDC email address to provide secure
communication. If you do not have an mdc
e-mail account, the Student Success Center personnel can help
you get one free of charge, please make
sure this is present as your official email account on file.

COURSE REQUIREMENTS: ASSIGNMENT SPECIFICS
The following information goes into more detail regarding the
course requirements listed previously to
successfully complete this course.
MANDATORY LECTURE HOURS (7 Hours)
Mandatory Lectures will provide 7 hours towards the total
course requirements of 40 hours and attendance
to each is required for NUR 2680L. Failure to attend these
sessions could jeopardize success in this
course. With the approval of the Faculty member, students may
attend the required seminars at a different
time than originally scheduled for their group if a conflict
should arise.
Orientation Lecture to NUR 2680L: Faculty will orient students
to the course requirements, learning
platforms, and an overview of Community Health Nursing.

Civic Engagement Lecture: – The MDC- Institute for Civic
Engagement & Democracy (iCED) will
provide a presentation focusing on service learning, the needs
of our society as a whole; and what it means
to be civically engaged as members of this democratic society.
Community Health Nursing Lecture: – The presentation
discusses health promotion and disease
prevention including primary, secondary, and tertiary care and
public health. It also includes information
on conducting a focused Community Needs Assessment.
Healthy People Lecture & Nutrition Lecture: These
presentations orient students to the national health
goals based on the Healthy People platform and the current
topic areas/ objectives. The nutrition
presentation provides students with an overview to facilitate
health promotion and disease prevention in
the population.
Students must write a journal entry for each of the mandatory
lectures according to the course criteria.
COMMUNITY HEALTH NURSING SERVICE-LEARNING

HOURS (23 Hours)
Service- Learning activities will provide 23 hours towards the
total course requirements of 40 hours.
Course assignments and community partnerships will focus on
activities related to the care of individuals,
families, or vulnerable populations within the community.
Students will be involved in the preparation and delivery of the
service-learning activities with supervision
and guidance from faculty or community partners.
Requirements for this segment include 23 hours of
service learning.
• Students may not conduct any hands-on activities at a site
unless an instructor from Community
Health Nursing is present (Vital Signs, Screenings- glucose,
lipids, etc.).
• During strict remote learning students are NOT allowed to
participate in ANY on site or face to
face activities with community partners as part of NUR 2680L.
• Students must record their service activity hours on the log
sheet provided. Clinical Instructors
must be able to verify student activity. Verification from
community partners may be submitted in

the form of a certificate, letter, email, or signature.
• Activity logs must be kept current and be presented for faculty
review upon request.
• If a student cannot longer attend an event with a community
partner that they have committed to
participate in, then the lead faculty/or clinical instructor must
be notified as soon as possible, which
can be counted as an absence from clinical.
• Students will discuss their experiences with classmates in live
meetings or the discussion board at
the discretion of each clinical instructor.
Students must write a journal entry for each of the service-
learning activities according to the course
criteria. If a community partner requires multiple days of
attendance- students write an entry for each
engagement.
PROCEDURE FOR SELECTING/SCHEDULING SERVICE-
LEARNING PROJECTS AND

ACTIVITIES
• All service-learning activities for this course must be
approved. Activities will be provided and
communicated to students via the clinical instructor or course
leads.
• Approved activities are posted on the Community Board and
new opportunities will be provided
via course announcements or emails.
• If students have additional community partners or events that
seems appropriate, they must email
their instructor and course lead so that these may be approved.
• Participation in an unapproved activity may result in those
hours not being counted towards the
service-learning.
• Not ALL activities with a community partner are approved for
NUR 2680L service-learning even
when MDC has an established relationship with the community
partner.
• Students are required to sign up for service-learning activities
with our community partners as
directed.
• Students are responsible for checking their MDC email and the

NUR 2680L course for events.
Additional training or lectures related to Community Health that
become available during the course may
count towards either Observational Service- Learning Hours (up
to 4 hours) or Instructor-Assigned
Activity Hours at the discretion or approval of the assigned
clinical instructor.
ATTENDANCE AT COMMUNITY HEALTH NURSING
PROJECTS/ACTIVITIES
When a student signs up for an activity or project there is an
expectation that the student will fulfill this
professional responsibility. If unable to attend the event, the
student is to notify the lead faculty and
their assigned clinical instructor via e-mail. For same day
emergencies, students should call the lead
instructor. If a student is absent from a service-learning
activity for which they have committed, this
will be counted as an absence and will reflect unprofessional
behavior. As per the MDC absentee
policy, more than 2 absences (or withdrawals from an event)
will result in an automatic grade of
unsatisfactory. Therefore, please make sure that you check

potential obligations prior to signing up
for a service-learning activity. As with all clinical courses,
instructors reserve the right to require an
alternative assignment to be completed by the student.
EXAMPLES COMMUNITY SERVICE-LEARNING
ACTIVITIES
While engaging in service-learning activities with our
community partners, students can expect to do
some of the following activities.
Teaching-
• Safety
• Nutrition
• Proper Diets
• Personal Hygiene
• Health Promotion & Disease Prevention
• Create educational posters to be used at Health Fairs and
community partner sites

• Create educational pamphlets
Planning Activities
• Coordinate a Health Fair with faculty member
• Coordinate a Service-Learning Project with faculty guidance
• Coordinate with Community Partners to distribute resources
effectively
• Coordinate with Community Partners to facilitate Health
Promotion Disease Prevention Events/
Outreach
Observational Service- Learning Activities (up to 4 hours total)
Attend on-campus and off-campus sessions as approved by the
assigned instructor that are
observational or focused on professional growth as a future
nurse. Examples include: Mental Health
Seminar, Opioid Dependence Seminar, Professional Nursing
Organization Meetings
PROFESSIONAL BEHAVIORS
Professional Behaviors are the actions expected of all nurses
and nursing students, which reflect the values,
rules, and practices of nursing. Refer to the School of Nursing

Manual of Clinical Performance
Professional Behaviors and the Clinical Evaluation Tool. These
actions must be demonstrated throughout
the course. Deviations from professional behaviors may result
in a failing clinical grade, and/or withdrawal
from the program.
INSTRUCTOR ASSIGNED CLASS ACTIVITIES (10 Hours)
Instructor-Assigned Class Activity hours will provide 10 hours
towards the total course requirements of 40
hours and provide students with an opportunity to share their
community nursing
experiences/projects/progress as a group. These segments are
generally one or two hours in duration and
are facilitated by clinical faculty. Instructor assigned class
activities cannot be substituted by any
other activity conducted within the program. If students do not
attend or participate in an
Instructor Assigned Class Activity by the assigned date this is
considered an absence. Students may
receive prior approval from their assigned clinical instructor for
adjustments if a conflict arises.
Students are not permitted to complete Instructor Assigned

Class Activity hours with another instructor
without prior approval from their assigned instructor. Faculty
will announce dates/times of Instructor
Assigned activities in advance to their clinical groups. Students
will receive a total of two (2) hours
towards the Instructor-Assigned Class Activities for completing
the mandatory Practice Assessments and
Remediation (1 hour for Community Nursing and 1 hour for
Nutrition). No partial hours will be given.
PERSONAL REFLECTION JOURNAL
In addition to the designated activities conducted during this
course, each student is required to keep a
Personal Journal that will be submitted as requested by the
assigned instructor. Journals must be kept
current. Journal entries must be completed for the Mandatory
Lectures and Service- Learning Activities.
Individual Instructors may request entries for the Instructor
Assigned Activities as well. Each entry must

include the following information:
JOURNAL CRITERIA:
• The Type of Activity (Mandatory Lecture, Service- Learning,
or Instructor- Assigned)
• The Date, Total Hours and the Contact Person (Name & phone
number or email address)
• A paragraph for each of the following questions:
1. What did I do? (brief description of activity)
2. What did I learn from this activity?
3. How did this activity impact my development as a future
nursing professional?
4. How did this activity address a specific Healthy People topic
& objective?
5. How did this activity address the community health nursing
course competencies and program
learning outcomes?
Journals should be current and ready for submission as per
faculty or course calendar. Journals not turned
in on time are considered unsatisfactory. Please refer to
Professional Behaviors. Journals must meet the
course criteria. Students should revise their journals based on
instructor comments prior to submitting

them in the final portfolio.
FINAL PORTFOLIO:
All course activities should be compiled into one Microsoft
Word document or a 3- ring binder and be
submitted along with the Activities Log. The complete journal
must be turned in at one time. Guidance can
be provided by the assigned clinical instructor prior to turning
in the portfolio. The following items should
be included:
• Reflective Journal Entries that follow the guidelines in the
syllabus
• Terminology Definitions
• The Community Needs Assessment Paper (QEP)
QEP ASSIGNMENT: COMMUNITY NEEDS ASSESSMENT
PAPER
For this scholarly paper, the student will complete a Community
Needs Assessment and identify a gap or
need that is present. To do this, the student will use
observational and objective research data to analyze
the strengths and weaknesses of the neighborhood or target
population. Students should utilize the

community assessment components (People, Place/Environment,
and Social Systems) as detailed in the
ATI Community Review Module and in the Community Health
Nursing lecture. The guidelines for the
paper are listed below: During strict remote learning, the
Community Needs Assessment Paper will be
done on the student’s own neighborhood.
Describe the Community
1. People (demographic data and biological, social, and cultural
factors)
2. Place/Environment (physical and environmental factors)
3. Social Systems (health systems, economic factors, resources,
and services)
Research and Analysis of the Community
• Conduct a windshield survey of your neighborhood.
• Analyze the data on your community (the windshield survey
information along with any data
and statistics you found).
• Identify your community's needs and strengths.

• Identify a community health program/resource that your
community could utilize to alleviate
the needs you have indicated.
• Summarize how this community health program/resource helps
meet the Healthy People
2030 initiatives.
• Reflect on what you learned from the assignment and how it
will impact your practice in the
future.
Requirements:
• Your paper must be APA format and at least 750 words not to
exceed 1000 words.
• Double space your paper and use Times New Roman 12-point
font and 1” margins.
• Proofread your paper; visit and present proof of seeing a
writing tutor before
submitting your paper to “Turn-it-in”.
• A minimum of two (2) scholarly references (ex. Healthy
People 2030 and Center
for Disease Control) must be used. APA format must be used in
citing and
referencing sources.

(Provide the reader with an outline (in narrative form) of what
you will accomplish in this paper.)
Introduce the community being assessed (zip code, location,
boundaries, type of dwellings). Give a
very brief overview of some of the needs in your community
that you discovered as a result of this
study. What could be the role of community health nursing to
meet these needs?
Community Data
(Make sure to cite reliable and professional sources- Healthy
People, US Census, Miami Matters, etc)
People: Based on your research, discuss the community
demographics, social factors, and cultural factors.
This includes who makes up the community, the socio-economic
status, and cultural influences. Also
include your observations from the windshield survey.
Environment: Discuss the physical and social environments that
can affect health. This includes
discussing available public spaces (parks, playgrounds, gardens)
and are the spaces clean and maintained

or littered? Include observations from the windshield survey
such as the availability of bike lanes,
streetlights, or sidewalks (are they maintained or cracked?)
Other environmental factors to consider are
signs, billboards, and graffiti. Are there concerns with air,
water, or noise pollution? Is violence an issue
or does it feel safe?
Social Systems: Discuss the health systems available (hospitals,
urgent care, assisted living, pharmacies),
resources (buses/trains, grocery stores, farmers’ markets, places
of worship, schools, childcare, food
pantries, fast food vs healthy food options) and services (police,
fire, gyms, YMCA, museums, cultural
centers).
Recommendations
Identify an organization or program within the community that
aims to address the need(s) you
have discussed. Present the organization’s mission or vision and
discuss how it relates to the
Healthy People goals? Give an example of a specific topic
objective that it aims to meet.
(Remember to cite Healthy People within your paper and in the
reference page.)

Summary
(Summarize the most important points and draw any final
conclusions about topic).
State the priority needs (top 1 or 2) that have been identified by
conducting this community needs assessment.
Explain how this need makes the community vulnerable to
negative health outcomes and how nurses could
help meet this need.
Reflection
(In this section, you may now begin to write in first person (I,
me, my).
Address the following questions in a narrative fashion:
• Explain how learning about a windshield survey and
conducting one has affected the way that you
view communities in general or this community specifically.
• How can nursing as a discipline advocate for communities like
this to address the needs
identified?
• Identify three opportunities that you as a future health care
professional could seek out to become
civically engaged within your community.
• How do you think the role of community health nurses will
evolve in the future?

Analysis
Based on all the information you have gathered through
research and observation, identify a few strengths of
the community. Identify the top 1 or 2 needs that you would
recommend focusing on. Discuss why those
needs should be the priority focus. Explain how it relates to a
Healthy People topic and goal.
(Remember to cite Healthy People within your paper and in the
reference page).
NUR2680L Community Needs Assessment QEP Paper
TEMPLATE
Students should complete all sections of the paper prior to
seeing the writing tutor for feedback.
Students should utilize this feedback from the writing tutor to
make any adjustments to the paper before
submitting it to their assigned instructor for grading. The
outline provided below offers a clear example of
how to organize the required information into a paper format.

Remember students must attain a grade
of 77% or greater on this paper in order to successfully
complete this course.
ROLES AND RESPONSIBILITIES
Student’s Role:
The role of the student, during the Community Health Nursing
Clinical experience will be to:
1. Complete the required course assignments and submit them
by the due dates
2. Adhere to all MDC, BLSON, and Community Partner policies
and procedures
3. Read the required textbook assignments and be prepared for
Instructor Assigned
Class Activities, and ATI Exams
4. Demonstrate professional and ethical behavior at al l times
5. Do not provide direct hands-on client care without a School
of Nursing Faculty member present
(i.e. BP’s, Fingersticks, Cholesterol Screening)

6. When providing direct client care, report any abnormal
findings to BLSON Faculty member for
follow-up
7. Utilize and check their MDC email at least daily to keep
updated regarding events or course
changes
8. During Strict Remote Learning- Do not engage in any person
activities. Students will be notified
by their clinical instructor or course lead if this status changes
Faculty Role:
The role of the BLSON Lead Faculty for an event, during the
Community Health Nursing clinical
experience, will be to:
1. Update students regarding Service-Learning opportunities
2. Contact the Course Lead & Community Partner prior to the
event to coordinate
requirements

3. Coordinate/ organize the supplies necessary for the event
(equipment, literature, transport
to event site)
4. Facilitate setup and organization at the event site & maintain
a sign in sheet on the
Community Event Reporting Form
5. Discuss with students the target population and expectations
prior to the start of the event
6. Assign students specific tasks and coordinate flow of activity
as needed
7. Follow-up with any abnormal findings and referrals as needed
8. Verify student’s Service- Learning Activities Log Sheet
9. Coordinate return of supplies and equipment back to
respective areas in a state that is ready
for another event
10. Distribute the Community Event Reporting Form to the
Course Lead and appropriate instructors

Going Green: A Trend for Businesses
Rachel White
Gateway Community College
ENG 103 Business Communications
Dr. Hooper-Simanga
February 12, 2021
Abstract:
Going green, environmental sustainability, and eco-
friendly are all terms that have become prevalent in the news,
social media, and the business world. There is a growing
demand for eco-friendly companies and products to achieve the

green lifestyle. How does going green benefit a business? From
tax breaks to grants and lower energy bills the monetary
advantages are vast. How popular is the green initiative? 88% of
consumers want brands to help them be more eco-friendly
(Townsend, 2018). What does this mean for you as a business?
More customers, more sales, and lower operating costs over the
life of the business.
Environmental sustainability has become a popular topic
over the last several decades. Sustainability and going green is
no longer just for the individual household. Business and
government entities are following suite and finding ways to
become more sustainable in all aspects of their business.
Sustainable business is not just a trend that will fade with time.
It is an answer to the growing demand on the natural resources
and rising costs of owning and running a business. From
entrepreneurs and small businesses to large corporations,
businesses are meeting new demands with innovative practices
that not only save them money but bring in a new customer
profile.

What is Environmental Sustainability?
Environmental sustainability is acting in a responsible manner
to maintain the natural resources the planet provides and doing
so in a manner that does not jeopardize future generations
(Evans, M. 2020). For businesses this means implementing
practices that conserve energy, reduce product and material
waste, and lower their pollution outputs. For decades businesses
have operated with no regard for the environment. However,
due to government regulations and the changing perspective of
the general population this is no longer a feasible way for
businesses to run.
The Environmental Protection Agency was created by the
United States Government in 1970 to create regulations to
protect the environment from human factors. Some of the more
notable regulations that involve businesses is the Clean Air Act,
Clean Water Act, Toxic Substance Control Act, the Superfund,
and the Federal Insecticide, Fungicide, and Rodenticide Act.
The EPA creates regulations to help them enforce laws and
creating a standard that must be met by affected parties. The
EPA’s mission is to help Americans have clean air, land, and
water, help in the effort to reduce environmental risks, enforce
laws to protect health and the environment, allow access to
information to mitigate these risks, ensure cleanup, and create
regulations pertaining to chemicals (Our Mission, 2020).
Businesses who do not meet the standard requirements
mentioned in their laws are subject to fines, penalties, and jail
time. Governmental enforcement is not the only reason for
businesses to go green. The benefits to businesses regardless of
size are vast.
Economic Benefits
One of the benefits of going green is of monetary value.
Reduction of energy waste leads to money saved. Switching to
LED lights, setting them on motion sensors, turning off or
unplugging computers and equipment, replacing filters in the
HVAC unit, switching to solar power, lowering water use and
waste, and using energy monitoring technology are all ways to

reduce energy waste. The benefits may not be seen up front but
in the long run energy reduction means lower bills and that
lowers operating costs.
There are many government programs that give businesses
a tax break and rebates if they switch to certain energy
reduction systems. The government and other entities also
provide grants to help businesses go green. The Small Business
Administration provides financial help to businesses that
provide green solutions in the constructions of buildings and
homes and retrofitting existing structures (Green Business
Bureau, 2019). The government gives a tax break for the use of
vehicles that meet certain fuel efficiency standards (Green
Business Bureau, 2019). Many areas offer tax credits for the use
of solar, hydro, and wind power (Green Business Bureau, 2019).
Some businesses even buy other businesses waste to turn it
into a new usable product. The Association of Plastic Recyclers
has a database of businesses that take plastic waste and provides
information to businesses on reduction in plastic use and ways
to reuse or sell plastic waste (2020). Businesses can reap the
benefits of buying recycled products or selling their own waste.
Another waste reduction technique is switching to cloud-based
storage instead of paper, this decreases the expenses associated
with supplies that are needed. It also lowers the need for paper
shredding and having outside companies come in to remove or
shred sensitive documents.
The cost savings for going green can add up. In one study,
Kolodny with Techcrunch (2011) ran the numbers and found
that:
Over 90 percent of companies realized cost savings as a
direct result of their green programs: 78 percent of them
saved on electricity, 68 percent on heating and cooli ng, 68
percent on paper, and 60 percent saved on water. About 9
percent of companies with formal green programs said they
failed to save money thanks to their initiatives in 2010.
Not only does the reduction in waste increase a business’s
budget but it brings in new customers. More customers mean

increase sales. The overall savings and increase in revenue are
an advantage for businesses.
New Customer Profile
A recent study found that organic food sales increased by
11.3% while overall food sales grew by 3% (Sena, 2020).
Another study found that within 60 countries, 55% of people
were willing to pay more for goods from environmentally
conscious companies (Sena, 2020). 70% of polled consumers
from the U.S. and Canada stated they think being eco-friendly is
important in a brand (Bekmagambetove, 2020). As the Gen Z
demographic (population born between 1996 and early 2000s)
continues to display more buying power, sustainability and
green products are high on their purchase list. The younger
generation of adults tend to care more about the environment
and make buying decisions based off that focus. Those in the
Gen Z category make up approximately a third of the world’s
population and are now having children of their own. Making
them a large target market for businesses across the world.
Over the past several decades the views on environmental
sustainability have shifted. Federal and state governments are
making changes in policies and laws to reflect this. Consumers
are changing their personal habits to reflect their views as well.
Businesses have been making changes, but consumers want
them to do more. Consumers cannot support their beliefs and
habits without products that help them do so. Consumers want
products that help them live an eco-friendly green lifestyle.
Many businesses are meeting that need but many are not. By not
meeting this ever growing demand a large target market is lost.
Gaining that market back in the future may deem difficult once
brand loyalty is established elsewhere.
Forbes featured this graph in a 2018 article showing that 88% of
consumers from the U.S. and U.K. want brands to help them
become eco-friendly. Though the polled group was small it does
represent a growing consumer mindset. One of the main goals of
a company should be serving their consumers. Giving
consumers what they want, when they need it is what keeps a

business running and builds brand loyalty.
Consumers are wanting brands with an eco-friendly
purpose and that operate sustainably, use products that are
sustainably sourced, natural, and fresh. Consumers also want
companies to use environmentally friendly packaging that is
made from recycled materials, is biodegradable or can be
recycled (Green Business Bureau, 2019). Not only do customers
want the brands to be sustainable and eco-friendly; they want
products that help them become the same.
Conclusion
There are many trends within business, many of those
trends can greatly increase the success of a business. Regardless
of what the beliefs are behind environmental sustainability, the
environment in general, and our impact on it. Going green as a
business is a trend that could make you successful and increase
monetary gains. The savings from having green initiatives at the
workplace in addition to increased sales of green eco-friendly
products allows your business to operate smarter. Increasing
customers and sales is what most businesses need. The green
trend has evolved over the past several decades and with
government intervention on the rise it seems to be staying
around for quite some time. Not following the green trend could
financially hurt your business and cause the loss of customers.
Going green and becoming eco-friendly may be a trend that can
no longer be ignored in the future.

References
Bekmagambetova, D. (2020, January 10). Two-Thirds of North
Americans Prefer Eco-Friendly Brands, Study Finds. Barron’s.
https://www.barrons.com/articles/two-thirds-of-north-
americans-prefer-eco-friendly-brands-study-finds-51578661728
Evans, M. (2020, July 8). What Is Environmental
Sustainability? The Balance Small Business.
https://www.thebalancesmb.com/what-is-sustainability-3157876
Green Business Bureau. (2019, June 17). Financial Benefits of
an Eco-friendly Business.
https://greenbusinessbureau.com/blog/financial-benefits-of-an-
eco-friendly-business/
Kolodny, L. (2011, April 11). Number of U.S. Companies With
Green Programs Increased 54 Percent in 2010. Techcrunch.
https://techcrunch.com/2011/04/11/2010-green-workplaces-
survey/
Our Mission and What We Do. (2020, September 23). US EPA.
https://www.epa.gov/aboutepa/our-mission-and-what-we-do
Sena, M. (2020). Green Industry Analysis 2020 - Cost &
Trends. Franchisee Resource Center.
https://www.franchisehelp.com/industry-reports/green-industry-
analysis-2020-cost-trends/
The Association of Plastic Recyclers. (2020). The Association
of Plastics Recyclers | About. https://plasticsrecycling.org/about
Townsend, S. (2018, November 21). 88% Of Consumers Want
You To Help Them Make A Difference. Forbes.
https://www.forbes.com/sites/solitairetownsend/2018/11/21/con
sumers-want-you-to-help-them-make-a-
difference/?sh=467d28e96954

Running head: A TREND IN BUSINESS
2
A TREND IN BUSINESS
2
A Trend in Business
Lekeicia Anderson-Spight
Eastern Gateway Community College
February 19, 2021
Table of Contents
Abstract 2
Introduction 2
Methodology 3
e-books 3
Open Educational Resources 5
Results 5
Analysis and Recommendations 6
Conclusion 6
References 8
Abstract
The cost of textbooks has increased more than twice the
inflation of the US in the last two decades. Students are
subjected to the responsibility of purchasing books after the old
versions have been revised. Nevertheless, the costs have

increased with reduction in the number of years the books are
being revised. The costs are unbearable to students and
correspondingly, students have shifted to electronic book. This
system is more advantageous as it is cost effective and easily
accessible. Stable network is only required for downloading and
students can share and read offline. Open Educational Sources
are learning, teaching, and research materials available in any
media (digital) which reside in the public domain or have been
released under an open license that allows no-cost access,
adaptation, use, and dissemination by other individuals with
limited restrictions. Future improvement to e-books are
expected to soothe learning process.
Introduction
The cost of textbooks has increased more than twice the
inflation rate over the last two decades in the united states of
America. The main reason for this increase in inflation is
because of the increase in the demand of the textbooks as they
cycle of revision of the textbooks have been currently reduced
to three to four years, regardless of whether any update was
needed in the earlier editions. Reduction in the number of years
of the revision cycle means that textbooks will be required by
learners more frequently therefore increasing the demand of
books. This consequently leads to demand-pull inflation.
Alternatively, to minimize the cost of purchasing new books
students are advised to sell their books of the previous editions
to the booksellers and get money to purchase new books. This
correspondingly, has increased the rate of growth and
development of the market of the old books in the United States
of America.
The second reason why the prices of books have increased,
is because of the enhanced provisions of extra instructional
materials such as software and workbooks have added up to the
upsurging prices of books. Currently, books are accessible in
both bundled and unbundled versions. Another factor that
contributes to the purchase decision is the decision made by the
faculty staff members on the textbooks. Faculty members

choose to assign students with their own textbooks with their
vested interest. Public institutions face increasing scrutiny of
the cost of higher education and possible conflicts of interest
with this policy on faculty assigning for purchase of their own
textbooks in classroom. When they choose a textbook, the
college is guided by the learners’ education interests and cost
concerns and some cannot imagine any colleague acting in an
ethically questionable manner.Methodology
Correspondingly, the professor who is the course
coordinator for multisession course, is responsible for choosing
the textbook for all areas taught by adjuncts. The professor
establishes custom edition by choosing textbook from another
author’s textbook. When faculty members choose textbooks of
their interest for students, they have very little concern about
the cost of such books. Therefore, it becomes the responsibility
of students to meet the costs of the textbooks assigned by their
professors.e-books
On the other hand, the e-book business has experienced
growth in double digits. An electronic book, is a digital file
encompassing a body of images and texts proficient for
disseminating electronically and displaying on-screen in a way
similar to the printed book. Electronic books are often created
by converting a printer’s source files to formats optimized for
effortless downloading and on-screen displaying. E-bool
businesses often set up their own websites and sell their books
online directly. For instance, they can make PDFs, MS,
available for their readers. The main reason why the e-book
business is growing rapidly is that the cost of the book is at 50
percent compared to the conventional books. The key difference
is based on the advantages of e-books. Electronic books are
much more affordable that printed books, they have several
visual aids such as graphs for learners to understand content
easily, easy to make updates, low printing and publishing costs,
and convenient for readers to make electronic notes, search and
bookmarks. Correspondingly, the awareness of the end users
and utilization of the electronic books with faculty members

have registered a potential growth (Siegenthaler, 2019).
There has been a shift in the preference of the students to
new electronic books from conventional books due to a spark of
advantages associated with electronic books. The focus has
shifted to establishing and adopting open education resources
because they offer access to retain reuse, and dissemination of
materials such as curriculum and lecture notes. Students are
shifting to e-books because these books simplify and enhance
overall learning experience. Electronic books also make
learning process very attractive and engaging. Students can
participate in learning process instead of listening to one person
talking continuously. Students shifted away from buying
lifetime access and towards renting e-textbooks purposely to
save money. Students realized that much money is wasted in
purchasing conventional textbooks that last for a short while
and get revised. After revision, they are then expected to
purchase another textbook. Also, conventional textbooks are
more expensive compared to electronic books. Therefore,
shifting to e-books help them save some significant money and
improve their general learning process.
Open Educational Resources
The focus has swiftly shifted from publisher-generated
electronic/printed format books to establishing and adopting
Open educational resources. Open educational resources are
learning, teaching, and research materials available in any
media (digital) which reside in the public domain or have been
released under an open license that allows no-cost access,
adaptation, use, and dissemination by other individuals with
limited restrictions (D’Antoni, 2019). Establishment and
promotion of the open educational resources is always
motivated by an anxiety to give an alternative or enhanced
educational paradigm. Retain means the right to make and own
many copies of the content, reuse, means the right to apply the
content in a vast range of ways, revise, means to adapt, modify,
and alternate content, remix means the right to link original or

revised content with a different material to develop something
new. Finally, redistribute, means the right to share copies of the
original content with other individuals/students. In open
educational resources, there is an emerging trend effort by some
approved educational institutions to give free certifications, or
attainment badges, to document and recognize successful
completion of participants. Examples of the open educational
resources range from personal videos, lecture notes to
comprehensive materials such as textbooks and curriculum.
Results
OERs is becoming very prominent with students,
educational institutions, and professors because the resources
are freely accessible on the open-source app. The first benefit
of the OERs is quick circulation whereby information can be
distributed rapidly compared to content published in journals or
books. Quick accessibility of materials potentially upsurges
timeliness relevance of presented material. OERs also reveal
innovation and talent. This poses a wide audience to learn
research and experiences. These materials can effortlessly be
improved promptly through direct editing by the users or
incorporation of the user’s feedback. They also enhance regular
course content and supplement textbooks and lecture notes in
case of insufficient information in textbooks or lecture notes
(Hylén, 2016). The factors that the researchers could observe
that the UG students have revealed the most significant
utilization of electronic textbooks. Utilization and accessibility
of the textbooks over the phone services have made it effective
and convenient for UG students to obtains and use the
electronic textbooks. Another factor that has influenced the
utilization of electronic books is that they are available to read
offline. The e-book is available to read offline if when you fully
download it to your computer or mobile device. Downloading
the books is done anywhere and anytime when you have a stable
internet connection. These are minimum requirements that
students can easily afford to be able to download and read e-
books offline.Analysis and Recommendations

The function of the instructor is very significant during the
selection of learning medium. The electronic textbook
businesses have experienced a rapid growth because most
instructors have recommended the e-book as the best model of
learning or use. The utilization of electronic textbook is
observed in non-technical/general subjects more than in
technical subjects in the current context. However, we believe
that utilization will potentially grow in future with the increase
support of the instructors’ content delivery methodologies
(Mike, 2018).Conclusion
In conclusion, the prices of conventional textbooks are
growing at high rates because of reduced number of years of
revision. Students therefore, are required to purchase new books
after the previous books have been revised. Tis increases the
costs as students have to incur the cost of books. Students are
advised to sell the old books to bookshops and buy new books.
Nevertheless, e-book has proved to be the best methodology of
learning and many students are shifting toward this method.
Shifting to this trend depends on the decision of instructors, but
instructors have shown a positive attitude toward this shift. E-
book is effective in that it is easy to make updates, and easily
accessible than other conventional books (Mike, 2018). Students
are only required to have a stable network to purchase and
download the book online. After downloading, students can use
the books offline and can easily share with others. I also
discussed about Open Educational Resources. Open educational
resources are learning, teaching, and research materials
available in any media (digital) which reside in the public
domain or have been released under an open license that allows
no-cost access, adaptation, use, and dissemination by other
individuals with limited restrictions. The first benefit of the
OERs is quick circulation whereby information can be
distributed rapidly compared to content published in journals or
books. Quick accessibility of materials potentially upsurges
timeliness relevance of presented material.

References
Siegenthaler, E. (2019). Improving the usability of e-book
readers. Journal of usability studies, 6(1), 25-38.
Hylén, J. (2016). Open educational resources: Opportunities and
challenges. Proceedings of open education, 4963.
D’Antoni, S. (2019). Open educational resources: Reviewing
initiatives and issues.
Mike, H. (2018). Importance of e-book in education.
MDC BLSON 1/2020 QEP Grading Rubric T.M
MIAMI DADE COLLEGE BENJAMIN LEON SCHOOL OF
NURSING
QEP GRADING RUBRIC
Criteria Score-Exemplary (A)
18.5-20%
Score-Proficient (B)
16.9-18.4%
Score-Developing (C)
15.3-16.8%
Score-Emerging (D)
13.7-15.2%
Score-Deficient (F)
0-13.6%
Introduction States topic
thoroughly with a

well-developed
definitive statement
which is consistently
the focal point
throughout the
paper.
States the topic
clearly with adequate
direction for the
paper and is the focal
point for most of the
paper.
States topic but is
too vague or unclear
and focal point not
maintained
throughout the
paper.
The topic is not
clearly defined and
lacks focus
throughout.
Fails to identify the
topic and lacks focus
throughout.

Content/Application
of Scholarly
Resources
At least two (2) cited,
scholarly sources
which are current,
(within the last 5-10
years) and relevant,
to the topic. There is
analysis,
(compare/contrast)
of the topic.
At least two (2) cited,
scholarly sources
which are current,
years) and relevant,
to the topic.
However, there is
limited, or no
analysis, (compare
and contrast) of the
topic.
Only one (1) cited,
scholarly source
which is current,
years) relevant, to
the topic. However,
there is limited, or no
analysis, (compare
and contrast) of the

topic.
Only one (1) cited,
scholarly source
which is current,
years) relevant, to
the topic. However,
there is no analysis,
(compare and
contrast) of the topic.
There is no cited
scholarly source.
There is no analysis,
(compare and
contrast) of the topic.
MDC BLSON 1/2020 QEP Grading Rubric T.M
Conclusion Thoroughly

Summarizes what
was learned from this
assignment and the
particular topic.
Includes if new
knowledge was
gained.
Clearly summarizes
what was learned
from the assignment
and the particular
topic. Includes if new
knowledge was
gained.
Mostly summarizes
what was learned
from the assignment
and the particular
topic. Does not
include whether or
not new knowledge
was gained.
Minimal summary of
the topic.
There is a lack of
summary of the
topic.
Writing Content is well
organized, logical,
and clearly stated
with little, or no

grammatical,
punctuation, or
spelling errors.
Content is mostly
organized, logical and
clearly stated and
with minimal
grammatical,
punctuation, or
spelling errors.
Content is somewhat
organized, several
ideas are off topic,
several grammatical,
punctuation and
spelling errors.
Content is fairly
organized, many
ideas are off topic,
many grammatical,
punctuation and
spelling errors.
Content is
disorganized with
numerous
grammatical,
punctuation and
spelling errors.
APA/Content/
Quality of Research

Compliant with
current APA
formatting
guidelines.
References are
appropriate and
properly cited within
the paper and on the
reference page. All
references are
included. Minimal
errors are noted.
Good use current
APA formatting
guidelines.
References are
mostly appropriate
and well cited within
the paper and on the
reference page.
Occasional errors are
noted.
Fair use of current
APA formatting
guidelines. Provides
references that may
not be relevant or
appropriately cited.
All sources cited are
not present on the
reference page.
Multiple errors are
noted.

Current APA
formatting guidelines
were minimally used.
All sources cited are
not present on the
reference page or
not cited. Many
errors noted.
Current APA
formatting guidelines
were not used. No
references cited.
Numerous errors
noted.
Total Points:
Possible Points: 100
A (93-100) B (85-92) C (77-84) D (76-69) F (69 and below)

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