Nursing, Environment, and Ethics through Education
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Nursing, Environment, and Ethics through Education
Running head: NURSING, ENVIRONMENT, AND ETHICS THROUGH EDUCATION 1
NURSING, ENVIRONMENT, AND ETHICS THROUGH EDUCATION 2
Nursing, Environment, and Ethics through Education
Name
Institution
Nursing, Environment, and Ethics through Education
Nursing as a profession has the forefront when it comes to taking care of the diseased in one form or another. In many ways, this might mean that it is one of the professions that work in an almost emergency state all the time as they are more of curative than preventive. However, over the years, there has been a growing need for recognition of origin to major issue within the society and by this fact; nursing has taken to recognize the strengths in preventive measures. With increasing concern of climate change and call to action over the reduction of pollution in an effort to reduce ailments due to their effects, nursing like all other social institutions has taken a stand through educative measures (Dorigan & Guirardello, 2017).
It is almost mandatory as part of social ethics as well as professional ethics to have sensitization education for communities over causes of certain diseases like increase in asthma, cholera, and CVDs as a result of carbon emissions. It is a social responsibility for the nursing fraternity to be involved in the protection of the environment by recognizing the roles of the population in maintaining a balance in nature. In addition, there is recognition of the adverse effects that their actions may contribute to the society and thus it is the ethical duty of the nurse to provide information for self-sufficiency in self-support for the community (Kieft, De Brouwer, Francke, & Delnoij, 2014). In recognition of this, there is a specific population that comes across as the more likely to benefit with this endeavor. Working with the individual in education institution is one way in which integration of prevention through protection and sensitization to environmental awareness is a great way to tackle the issue (International Conference on Education Management and Management Science, & In Zheng, 2015).
Many of the increasing issues in the world is central to the availability and diversity in education. This means that by many ways the cross-cutting issues in education also affect health, therefore in working within the education industry, there is a sense of responsibility that is provided earlier on in life to make environmental health and data correlation to population health as an integral part in general studies. In this way, we not only tackle the issue form the roots but it becomes a habit as a social norm and ethical standard within the society in general rather than just providing treatment (American Nurses Association, 2007). This is a more realistic way as it does not change already existing behavior but creates it within a much younger generation and thus evolution for the next generation.
References
American Nurses Association. (2007). ANA’s Principles of Environmental Health for Nursing Practice with Implementation Strategies. Retrieved from http://ojin.nursingworld.org/MainMenuCategories/WorkplaceSafety/Healthy-Nurse/ANAsPrinciplesofEnvironmentalHealthforNursingPractice.pd
Dorigan, G.H., & Guirardello, E. B. (2017). Nursing practice environment, satisfaction, and safety climate: the nurses’ perception. Acta Paulista de Enfermagem, 30(2), 129-135. https://dx.doi.org/10.1590/1982-0194201700021
International Conference on Education Management and Management Science, & In Zheng, D. (2015). Education management and management science: 2014 International Conference on Education Management and Management Science (ICEMMS 2014), 7-8 August 2014, Tianjin, China.
Kieft, R. AMM, De Brouwer, B. BJM., Francke, A.L., & Delnoij, D. MJ. (2014). How nurses and their work environment affect patient experiences of the quality of care: a qualitative study. BioMed Central. Retrieved from https://bmchealthservres.biomedcentral.com/articles/10.1186/1472-6963-14-249
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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